Application Study Of Self-regulated Learning On Self-management In Patients With COPD

ObjectivesInterventions based on self-regulated learning have significant effects on patients’physiological and psychological measures in patients with chronic obstructivepulmonary disease, which will help patients take the initiative to monitor the diseaseand determine the risk factors in life and take timely measures. Therefore, this studywas to evaluate application effect of interventions based on self-regulated learning inadherence to self-management behaviors in patients with chronic obstructivepulmonary disease, evaluate the effect of self-regulated learning theory inself-management.MethodsIn this study,94clients were selected from a hospital in Changchun city betweenAugust12014-October312014. They were randomly set in the intervention groupand the control group. From August12014, two groups of patients were acceptedthe same health education based on self-monitoring. From the day before discharge,two groups of patients received different interventions. The control group patientsreceived conventional discharge guidance, get self-reaction guidelines. The patientand family was taught how to use self-reaction guidelines correctly. The interventiongroup received self-regulation guidebook(self-reaction guidelines, self-monitoringrecord sheets, self-judgment record sheets). The patient and family was taught howto use self-reaction guidelines correctly. The patient and family was taught how touse The patient and family was taught how to use self-reaction guidelines correctly.After discharge, two groups of patients received telephone follow-up and home visits.Measuring tool included general information questionnaire, PFSS,CSES. A databasewas established by EpiData3.1software and the data was analyzed using SPSS21.0 software. Socio-demographical characteristics were described by descriptive analysis.PFSS and CSES were described by t test.Results1.Before intervention, two groups of patients with general information, PFSS scoreand PFSS in each dimension comparison, CSES, there were no statisticallysignificant difference (P>0.05).2. After the intervention, two groups had great significance(P＜0.05) on the totalscore of PFSS. After1months intervention, there was significant difference (P＜0.05)on daily/social dimension, sexual function dimension between two groups.After2months intervention, two groups had great significance(P＜0.05) in eachdimension comparison of PFSS.3. Before and after the intervention, the control group had great significance(P＜0.05)on the total score of PFSS in the first month. Before the intervention, in the secondmonth, there were no statistically significant difference (P>0.05). After1monthsintervention, there was significant difference (P＜0.05)on psychological dimensionin the control group.4. Before and after the intervention, the intervention group had significance(P＜0.05)on the total score of PFSS. After1months intervention, there was significantdifference (P＜0.05)on daily/social dimension, psychological dimension in theintervention group. Before the intervention, in the second month, the interventiongroup had great significance(P＜0.05) in each dimension comparison of PFSS.5. After the intervention, two groups had great significance(P＜0.05) on the score ofCSES. Before and after the intervention, the control group had great significance(P＜0.05) on the score of PFSS in the second month. Before the intervention, in thefirst month, there were no statistically significant difference (P>0.05) in the controlgroup. Before and after the intervention, the intervention group had greatsignificance(P＜0.05) on the score of CSES.Conclusions1.Self-regulated learning can improve the pulmonary functional status in patients with COPD.2.Self-regulated learning can improve the self-efficacy status in patients with COPD.3. Self-regulated learning can improve the adherence to self-management behaviorsin patients with COPD, provide reference for self-management interventions of otherchronic disease.