International Medicine and Health Guidance News ›› 2023, Vol. 29 ›› Issue (6): 881-885.DOI: 10.3760/cma.j.issn.1007-1245.2023.06.032

• Nursing Research • Previous Articles     Next Articles

Effects of internet-based peer support combined with cognitive education on psychological status and quality of life in patients with severe facial acne

Zhong Jiemin1, Shao Lei1, Wang Yanfang2   

  1. 1 Dermatological Department, Guangzhou Institute of Dermatology, Guangzhou 510095, China; 2 Nursing Department, Guangzhou Institute of Dermatology, Guangzhou 510095, China

  • Received:2022-12-09 Online:2023-03-15 Published:2023-04-02
  • Contact: Wang Yanfang, Email: 649086201@qq.com
  • Supported by:

    Guangzhou Health Science and Technology General Guidance Project in 2021 (20211A011067)

基于互联网的同伴支持结合认知教育对面部重度痤疮患者心理状况及生活质量的影响

钟洁敏1  邵蕾1  王艳芳2   

  1. 1广州市皮肤病防治所皮肤科,广州 5100952广州市皮肤病防治所护理部,广州 510095

  • 通讯作者: 王艳芳,Email:649086201@qq.com
  • 基金资助:

    2021年广州市卫生健康科技一般引导项目(20211A011067

Abstract:

Objective To explore the influence of internet-based peer support combined with cognitive education on psychological status and quality of life in patients with severe facial acne. Methods Ninety patients with severe acne treated in Dermatological Department, Guangzhou Institute of Dermatology from December 2021 to June 2022 were selected. According to the nursing methods, they were divided into an observation group and a control group, with 45 cases in each group. There were 26 males and 19 females in the observation group; they were (22.95±4.36) years old; their course of disease was (7.12±2.89) months. There were 25 males and 20 females in the control group; they were (22.58±4.21) years old; their course of disease was (7.20±2.75) months. The control group received routine nursing; in addition, the observation group received internet-based peer support and cognitive education. The nursing time was 3 months. The General Self-efficacy Scale (GSES), Self-rating Anxiety Scale (SAS), Self-rating Depression Scale (SDS), Self-care Ability Scale (ESCA), and Dermatology Life Quality Index Scale (DLQI) were used to evaluate the patients before and after the nursing. t and χ2 test were applied. Results After the nursing, the GSES score in the observation group was significantly higher than that in the control group [(3.29±0.61) vs. (2.83±0.68)], with a statistical difference (P<0.05); the scores of SAS and SDS in the observation group were significantly lower than those in the control group [(43.15±8.31) vs. (51.97±7.98) and (38.66±4.14) vs. (45.74±3.89)], with statistical differences (both P<0.05); the scores of self-care skill, self-care responsibility, self-concept, and health knowledge level of ESCA in the observation group were higher than those in the control group [(25.37±4.96) vs. (21.68±5.02), (16.98±4.88) vs. (13.85±4.03), (29.79±8.26) vs. (24.34±7.99), and (45.23±9.97) vs. (39.61±8.98)], with statistical differences (all P<0.05); the scores of symptom perception, daily life, leisure life, interpersonal relationship, and work and study of DLQI in the observation group were lower than those in the control group [(3.28±0.69) vs. (3.92±0.75), (1.32±0.41) vs. (2.77±0.71), (2.79±0.61) vs. (3.26±0.81), (0.85±0.26) vs. (1.75±0.38), and (1.13±0.42) vs. (2.73±0.66)], with statistical differences (all P<0.05). Conclusion The combination of internet-based peer support and cognitive education for patients with severe facial acne can improve their knowledge of psychological conditions and diseases in conventional drug therapy and nursing, sense of self-efficacy, self-management ability, and quality of life, enable them to actively participate in disease management, and relieve adverse emotions, so it has good clinical promotion significance.

Key words:

Severe acne, Peer support, Cognitive education, Sense of self-efficacy, Quality of life

摘要:

目的 探讨基于互联网的同伴支持结合认知教育对面部重度痤疮患者心理状况及生活质量的影响。方法 选取202112月至20226月于广州市皮肤病防治所皮肤科就诊的90例重度痤疮患者,根据护理方式将其分为观察组[男26例,女19例,年龄(22.95±4.36)岁,病程(7.12±2.89)个月]和对照组[男25例,女20例,年龄(22.58±4.21)岁,病程(7.20±2.75)个月],各45例。对照组实施常规护理,观察组在对照组基础上实施基于互联网的同伴支持结合认知教育,护理时间为3个月。护理前后分别使用一般自我效能感量表(GSES)、焦虑自评量表(SAS)、抑郁自评量表(SDS)、自我护理能力测定量表(ESCA)和皮肤病生活质量指数量表(DLQI)对患者进行评价。采用t检验和χ2检验。结果 护理后,观察组GSES评分明显高于对照组[(3.29±0.61)分比(2.83±0.68)分],差异有统计学意义(P<0.05);观察组SASSDS评分均低于对照组[(43.15±8.31)分比(51.97±7.98)、(38.66±4.14)分比(45.74±3.89)分],差异均有统计学意义(均P<0.05);观察组ESCA中自我护理技能、自护责任感、自我概念以及健康知识水平4个维度评分均高于对照组[(25.37±4.96)分比(21.68±5.02)分、(16.98±4.88)分比(13.85±4.03)分、(29.79±8.26)分比(24.34±7.99)分、(45.23±9.97)分比(39.61±8.98)分],差异均有统计学意义(均P<0.05);观察组DLQI评分中症状感受、日常生活、业余生活、人际关系、工作学习5个维度评分均低于对照组[(3.28±0.69)分比(3.92±0.75)分、(1.32±0.41)分比(2.77±0.71)分、(2.79±0.61)分比(3.26±0.81)分、(0.85±0.26)分比(1.75±0.38)分、(1.13±0.42)分比(2.73±0.66)分],差异均有统计学意义(均P<0.05)。结论 基于互联网的同伴支持结合认知教育能够弥补常规药物治疗和护理对心理状况及疾病知识的不足,使患者能够积极主动参与到疾病管理当中,提升患者自我效能感,缓解不良情绪,提升自我管理能力,改善生活质量,具有较好的临床推广意义。

关键词:

重度痤疮, 同伴支持, 认知教育, 自我效能感, 生活质量