| Objective Based on the transition theory,to understand the care needs and discharge readiness of caregivers of premature infants,and to explore the effect of individualized health education on improving the discharge readiness,self-efficacy and satisfaction of caregivers,as well as promoting the growth and development of premature infants,so as to provide reference for the construction of discharge readiness service for caregivers of premature infants.Methods In this study,100 cases of preterm infant and their caregivers who met the inclusion and exclusion criteria in the neonatal department of a third-class A hospital in Baotou City,Inner Mongolia from December 2019 to December 2020 were selected.The method of nonsynchronous control experiment was used.According to the time of admission,the caregivers of preterm infants admitted from December 2019 to May 2020 were selected as the control group,and the caregivers of preterm infants admitted from June 2020 to December 2020 were selected as the intervention group.Samples from the intervention group and control group were selected by convenient sampling method.In this study,the revised intervention plan was initially formed by referring to relevant literature and combining with the opinions and suggestions of relevant experts.The revised intervention plan was revised again through pre-experiment to form the final version of this study.Within 48 hours after admission,the caregivers of premature infants were investigated by using the general information questionnaire,the neonatal care ability questionnaire,the discharge preparation scale-parents version,and the general self-efficacy scale.At discharge,the caregivers of premature infants were investigated by using the neonatal care ability questionnaire,the discharge preparation scale-parents version,the general self-efficacy scale,and the continuous nursing service satisfaction questionnaire.The growth and development of premature infants 1-3 months after discharge were followed up.Excel2010 was used to establish the database and double entry data.The data was imported into SPSS21.Measurement data meet the normal distribution and homogeneity of variance,expressed as mean ± standard deviation.Two independent sample t test was used for comparison between the two groups,and paired sample t test was used for comparison within the group.The data did not conform to the normal distribution,which was represented by the median(quartile spacing).The nonparametric Mann-Whitney U test was used for comparison between the two groups,and the nonparametric Wilcoxon signed rank sum test was used for comparison within the group.The enumeration data were represented by the composition ratio(%),and the difference was statistically significant with P < 0.05 using the row × column chi-square test or Fisher exact probability method.Results(1)100patients completed the study,50 cases in the intervention group,50 cases in the control group.There was no significant difference in general data and baseline data of each evaluation index between the two groups(P < 0.05).(2)Neonatal care ability : Compared with the two groups,the total score of care ability in the intervention group after intervention was higher than that in the control group,and the scores of care knowledge and care ability in the intervention group were significantly higher than those in the control group(P < 0.05).In the care attitude dimension,there was a difference between the intervention group and the experimental group,but there was no statistical significance(P > 0.05).Compared within the group,the total score of care ability in the two groups at discharge was higher than that at admission,and the difference was statistically significant(P < 0.05).However,the scores of care knowledge and care ability in the intervention group were significantly higher than those in the control group.(3)Discharge readiness : After the intervention,96 % of the caregivers in the observation group were prepared for the children to leave the hospital and go home,while84 % in the control group.In the observation group,98% of the caregivers thought that the children were ready for going home,and 84 % in the control group,the difference was statistically significant(P < 0.05).Compared between the two groups,after the intervention,the total score of discharge readiness,the scores of parents ’ personal status,infants ’ personal status,knowledge and coping ability in the intervention group were higher than those in the control group,and the difference was statistically significant(P < 0.05).There was no significant difference in the expected support dimension between the two groups(P > 0.05).Comparison between the two groups : after intervention,the total score of discharge readiness,the scores of each dimension of parents’ personal status,infants’ personal status,knowledge and coping ability of caregivers of premature infants in the two groups at discharge were higher than those at admission,and the difference was statistically significant(P < 0.05).There was no significant difference in the expected support dimension(P > 0.05).(4)General self-efficacy : Before intervention,there was no difference in the self-efficacy scores of caregivers of premature infants between the two groups(P > 0.05).After intervention,the scores of both groups were improved,but the scores of the intervention group were significantly higher than those of the control group,and the difference was statistically significant(P < 0.05).(5)Satisfaction : The satisfaction of continuous nursing service in the intervention group was significantly higher than that in the control group(P <0.05).(6)Growth and development : There was a statistically significant difference in the body length and weight of premature infants between the two groups in the first month,the second month and the third month after discharge.The intervention group was higher than the control group(P < 0.05)no significant difference in the head circumference between the first month and the third month after discharge(P > 0.05).Conclusion(1)Based on the transition theory,the individualized health education program optimizes the conventional health education mode,provides individualized continuing care for the caregivers of premature infants,and provides social support for the family caregivers of premature infants.(2)The individualized health education program based on the transition theory can help to improve the care ability and discharge readiness of the caregivers of premature infants,improve the self-efficacy and satisfaction of the caregivers of premature infants,and promote the growth and development of premature infants.It can provide reference for the development of the discharge preparation program of the caregivers of premature infants. |
PDF Full Text Request