| Objective:1.This study developed a questionnaire on the factors of allergic rhinitis patients' quality of life based on the PRECDE-PROCEED model.2.Based on the survey results of RQLQ and questionnaire on the factors of quality of life in patients with allergic rhinitis,the PRECDE-PROCEED Education model was used as a guide to formulate a health education plan in order to improve the quality of life of patients with allergic rhinitis.Methods:1.Through literature review and semi-structured interviews,influencing factors of quality of life in patients with allergic rhinitis are prepared.The questionnaire was evaluated by expert consultation,pre-experiment and strict reliability and validity.2.General information questionnaires,influencing factors of quality of life in patients with allergic rhinitis and RQLQ were used to collect baseline data.A health education plan was developed based on baseline data and guide by the PRECDE-PROCEED model.Among the 68 adult patients with persistent moderate-to-severe AR who were included in the standard,they were divided into a control group and an experimental group according to the random number table method,with 34 patients in each group.The control group was given routine health education.On the basis of the control group,the experimental group adopted a health education program with the PRECDE-PROCEED model as the theoretical framework.The intervention time of two groups was 3 months.The questionnaire on the factors of quality of life in patients with allergic rhinitis and RQLQ were used to evaluate the effect of intervention for one month and three months after the intervention.Results:1.The questionnaire of influencing factors of the quality of life in patients with allergic rhinitis includes five dimensions of knowledge,attitude,behavior,contributing factor and strengthening factor,a total of 26 items.The content validity of each item in the questionnaire fluctuated between 0.790-0.945,and the content validity of the total questionnaire was 0.976.The total Cronbach's alpha coefficient of the questionnaire is0.858,and the Cronbach's alpha of knowledge is 0.922,and the Cronbach's alpha of attitude is 0.847,the Cronbach's alpha of behavior is 0.822,the Cronbach's alpha of contributing factor is 0.810,and the Cronbach's alpha of enhancement factor is0.739.The test-retest reliability was 0.928 after two weeks,and the test-retest reliability of each dimension was 0.905(knowledge),0.897(attitude),0.872(behavior),0.890(contributing factor),and 0.889(intensifying factor)respectively.2.Before intervention,the scores of knowledge dimension of the two groups were compared,the difference was not statistically significant(P>0.05),and the difference was comparable.After intervention for 1 month and 3 months,tthe scores of the knowledge dimension of the two groups were compared,and the difference was statistically significant(P<0.05).Repeated measurement of variance analysis results show that without considering the time,using two different methods of health education for patients in two groups at before intervention,1 month later and 3 months later,the experimental group and the control group of patients with knowledge score difference was statistically significant(P<0.05);without considering intervention factors,two groups of patients with knowledge scores was statistically significant at different time points(P<0.05);at the same time intervention factor and time factor have interaction,the difference was statistically significant(P<0.05).3.Before intervention,there was on difference between two groups in the scores of attitude dimensions(P>0.05).For 1 months and 3 months after intervention,the scores of attitude dimensions of the two groups were compared,and the difference was statisticallysignificant(P<0.05).Repeated measurement of variance analysis results show that without considering the time,using two different methods of health education for patients in two groups before intervention,1 month and 3 months after intervention,the experimental group and the control group with the attitude dimension score difference was statistically significant(P<0.05);without considering intervention factors,two groups of patients attitude scores was statistically significant at different time(P<0.05);at the same time intervention factor and time factor have interaction,the difference was statistically significant(P<0.05).4.Before intervention,there was no statistically significant difference in the scores of behavioral dimensions between the two groups(P>0.05).1 month and 3 months after intervention,the scores of behavior dimensions of the two groups were compared,and the difference was statistically significant(P<0.05).Repeated measurement of variance analysis results show that without considering the time factor,using two different methods of health education for patients in two groups before intervention,1 month and3 months after intervention,the experimental group and the control group behavior dimension score a significant difference was observed(P<0.05);if not considering intervention factors,behavior scores of patients in the two groups was statistically significant in different intervention at different time points(P<0.05);at the same time intervention factor and time factor have interaction,the difference was statistically significant(P<0.05).5.Before intervention,there was no statistically significant difference in the scores of factors contributing factors in the two groups(P>0.05).1 month and 3 months after intervention,the scores of factor dimension of the two groups were compared,and the difference was statistically significant(P<0.05).Repeated measurement of variance analysis results show that without considering the time factor,using two different methods of health education for patients in two groups before intervention,1 month and3 months after intervention,the contributing factors scores difference was statisticallysignificant in test group and control(P<0.05);if without considering the intervention factor,two groups of patients contributing factor scores was statistically significant different(P<0.05);at the same time intervention factor and time factor have interaction,the difference was statistically significant(P<0.05).6.Before intervention,there was no statistically significant difference in the scores of strengthen factors dimensions between the two groups(P>0.05).1 month and 3 months after intervention,the scores of strengthen factors in the control group and the experimental group were compared,and the difference was statistically significant(P<0.05).Repeated measurement of variance analysis results show that without considering the time of intervention,using two different methods of health education for patients in two groups before intervention,1 month and 3 months after intervention,the experimental group and the control group of patients with strengthen factor scores had significant difference(P<0.05);if without considering the intervention,two groups of patients with reinforcing factors scores was statistically significant different intervention time difference(P<0.05);at the same time intervention factor and time factor have interaction,the difference was statistically significant(P<0.05).7.Before intervention,the scores of RQLQ in the two groups were not statistically significant(P>0.05).1 month and 3 months after intervention,the scores of RQLQ were compared between the two groups,and the difference was statistically significant(P<0.05).Repeated measurement of variance analysis results show that without considering the time of intervention,using two different methods of health education for patients in two groups before intervention,1 month and 3 months after intervention,the experimental group and the control group of patients with RQLQ score difference was statistically significant(P<0.05);if without considering the intervention,two groups of patients RQLQ score was statistically significant in different intervention time(P<0.05);at the same time intervention factor and time factor have interaction,the difference was statistically significant(P<0.05).Conclusion:1.Based on PRECDE-PROCEED mode as a theoretical basis for the development of the influencing factors of quality of life in patients with allergic rhinitis has a good reliability and validity,can be used to evaluate influence factors of the quality of life in patients with allergic rhinitis.2.Health education based on PRECDE-PROCEED mode can broaden the information sources of patients,increase patients' knowledge of diseases,help them establish correct beliefs,develop good and healthy behaviors,improve their social support,and ultimately improve their quality of life. |
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