认知负荷理论在患者健康教育中应用的研究进展  

Research progress on application of Cognitive Load Theory in patient health education

作　　者：张颜颜 王茵[1] 程康耀 ZHANG Yanyan;WANG Yin;CHENG Kangyao(School of Nursing,Shanghai University of Traditional Chinese Medicine,Shanghai,201203,China)

机构地区：[1]上海中医药大学护理学院,上海市201203

出　　处：《中国护理管理》2024年第1期151-156,共6页Chinese Nursing Management

基　　金：上海市教育委员会预算内教育教学项目(2021JX78)。

摘　　要：健康教育贯穿于疾病治疗全程,对疾病的预防与康复有积极作用,在临床工作中受到广泛关注。如何提高患者的认知负荷水平,以改善健康教育效果,是当前广大医务工作者研究的重点内容。文章介绍了认知负荷在健康教育中的理论框架、应用措施和效果等,可为医务人员更好地开展健康教育提供理论依据。Health education is conducted through the whole process of disease treatment,plays a positive role on disease prevention and rehabilitation,and has been widely promoted in clinical settings.How to improve the cognitive load level of patients and enhance the effectiveness of health education is the major focus of medical professionals.This paper introduces the theoretical framework of cognitive load in health education,and summarizes the related interventions and application effects.It is expected to provide a theoretical basis for healthcare providers in health education.

关 键 词：认知负荷 健康教育 教育材料 心理 综述 

分 类 号：R47[医药卫生—护理学] R197[医药卫生—临床医学]