The Influence Of Empowerment Education On The Self-management Of Continuous Ambulatory Peritoneal Dialysis (CAPD) Patients

[Objectives] To explore the effect on the self-management ability, empowerment ability, self efficacy, self esteem, sense of coherence and clinical biochemical indicators of empowerment education and conventional education among CAPD patients. To explore the perfect education methods that fits CAPD patients.[Methods] This is an RCT. 80 CAPD patients from a peritoneal dialysis center from April to September 2015 were selected. The subjects were randomized into 2 groups, there is no difference(P>0.05)between 2 groups in general information. The intervention group received 3 months' empowerment education and 3 months' follow-up on the base of conventional education. Empowerment education includes establishing problems, expressing emotions, setting goals, planning and evaluating effects. Biochemical indicators, self management, empowerment, self efficacy, self esteem and sense of coherence were collected before and after intervention.All statistical data were input and analyzed by SPSS18.0 software. T and ?2 test were used to compare the equilibrium test of baseline information. Two way repeated measure ANOVA was used to compare the change trends of scales score. Multivariate analysis of variance was used to compare the difference of scales of baseline and after intervention 1, 3, 6 months. One way repeated measure ANOVA was used to compare the difference of biochemical indicators within group. T test was used to compare the difference of biochemical indicators at different times between groups. The biochemical indicators difference between baseline and after intervention 1, 3 and 6 months was compared by t test in 2 groups.[Results] 1 Self management and empowerment scoresThe time effect, group effect and interactive effect have significant difference(P<0.05), the intervention group increased gradually while the control group decreased. Multivariate analysis of variance showed the scores have differences(P<0.05)after intervention 1, 3 and 6 months, the intervention group is higher than control group.2 SelfefficacyThe time effect, group effect and interactive effect have significant difference(P<0.05), the intervention group increased gradually while the control group decreased. Multivariate analysis of variance showed that there is no difference(P>0.05)after intervention 1 month between groups, while there has difference(P<0.05)after intervention 3 and 6 months,the intervention group is higher than control group.3 Selfesteem The group effect and interactive effect have statistical difference(P<0.05)while the time effect does not have(P>0.05). There is no difference(P>0.05)after intervention 1 month between groups, while there has difference(P<0.05)after intervention 3 and 6 months with the intervention group higher.4 Sense of coherence The time effect and interactive effect have a difference(P<0.05)while the group effect does not have(P>0.05). There is no difference(P>0.05)after intervention 1 and 3 months between groups while there have differences(P<0.05)after intervention 6 months with intervention group higher.5 Biochemical indicators Blood urea, creatinine, blood pressure: The value of intervention group decreased gradually(P<0.05), the control group has no change(P>0.05). There is a difference(P<0.05)after intervention 3 and 6 months between groups.Blood potassium, calcium, phosphorus, hemoglobin and serum albumin: The value has no statistical difference(P>0.05)within group after intervention 1, 3, 6 months. The value has no difference(P>0.05)after 1, 3, 6 months between groups.[Conclusion] Empowerment education can improve self-management, empowerment, self efficacy, self-esteem and biochemical indicators. Empowerment education can be in apply in practice.