| Objective 1 To explore the empowerment education model for patients with stroke hemiplegia psychological state,self-efficacy,functional exercise complianceand daily living ability,to improve stroke patients with hemiplegia after the bad emotions and improve their daily living ability to provide the basis.2 This study provides a clinical basis for the empowerment education model in the training of patients with hemiplegia stroke.Methods A convenience sample between July 2016 to October in Changsha city hospital neurology hospital were diagnosed as stroke patientswith hemiplegia.In 120 cases of patients who met the inclusion criteria were numbered according to the time of admission,by random number table method in all subjects divided into two groups,respectively: 60 cases in the empowerment education group,60 cases in the conventional education group.The empowerment education group applied empowerment education to patients with four step one-on-one empowerment education,the conventional education group used traditional explanations and supervision combined with education guidance.Within 3 months is the best time to implement rehabilitation and nursing care,setting the trial period as hospitalization to three months after discharge.The evaluation index for the study of depression score,self-efficacy scale,functional exercise compliance evaluation and change of ability of daily living scores,the baseline survey was conducted on the object of study admitted to hospital,discharged from hospital and discharged from hospital for three months.,all data were collected and the data were analyzed by SPSS18.0.Results At the end of the test,completed a total of 103 cases were collected data,including 52 cases of intervention group patients,51 cases of patients in the control group.1 The two groups of patients with self rating depression had no statistical significance before intervention(P>0.05);the difference before discharge,the intervention group(51.06±5.98)is lower than the control group(53.68±7.32),the difference was statistically significant(P<0.05);in the 3 months after the intervention,the intervention group of patients with depression(48.12±6.89)is lower than that of control group(51.22±6.97),the difference was statistically significant(P<0.05).2 To compare the self-efficacy scale two groups of patients before intervention,the difference was no statistically significant(P > 0.05).Before discharge the scores of self-efficacy(6.60 ± 1.94)were compared with those ofconventional education(6.09 ± 1.99),and there was no significant difference(P > 0.05).After 3 months of intervention,the scores of self-efficacy(7.09 ± 6.27)were higher than those of conventio--nal education(6.27 ± 1.98),and the difference was significant(P < 0.05).3 To compare the functional exercise compliance two groups of patients before intervention,the difference was not statistically significant(P>0.05);Before dischargethe scores of functional exercise compliance(33.38±6.13)were compared with those of conventional education(30.94±5.92),and the difference was significant(P < 0.05).After 3 months of intervention,the scores of functional exercise compliance(34.05±5.69)were higher than those of conventional education(30.12±5.84),and the difference was significant(P < 0.05).4 Before the intervention of daily life ability score were compared,the difference was not statistically significant(P>0.05);before discharge,the intervention group of patients daily life ability score(53.25±11.34)and control group(50.96±10.13),the difference was not statistically significant(P>0.05);3 months after the intervention,patients in the intervention group the daily life ability score(73.80±23.71)higher than that of the control group(62.54±21.12),the difference was statistically significant(P<0.05).Conclusion The use ofempowerment education model can improve the self--efficacy of stroke patients with hemiplegia,relieve depression,improve their ability to recover daily life. |
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