专科化游戏对学龄期1型糖尿病患儿负性情绪及自我效能的影响  

Influence of specialized games on negative emotions and self-efficacy in school-age children with type 1 diabetes mellitus

作　　者：谢丽月 郑智慧[2] 杨银锦 叶秀玉[3] 卢亚聪 Xie Liyue;Zheng Zhihui;Yang Yinjin;Ye Xiuyu;Lu Yacong(Department of Pediatrics,Jinjiang Maternal and Child Health Hospital,Jinjiang 362200,China;School of Nursing,Fujian University of Traditional Chinese Medicine,Fuzhou 351000,China;Department of Pediatrics,Jinjiang Municipal Hospital,Jinjiang 362000,China;Department of Endocrinology,Quanzhou Children's Hospital,Quanzhou 362000,China)

机构地区：[1]晋江市妇幼保健院儿科,晋江362200 [2]福建中医药大学护理学院,福州351000 [3]晋江市医院儿科,晋江362200 [4]泉州市儿童医院内分泌科,泉州362000

出　　处：《国际医药卫生导报》2024年第9期1579-1584,共6页International Medicine and Health Guidance News

基　　金：2023年福建省卫生健康青年科研课题资助计划(2023QNA091)。

摘　　要：目的分析专科化游戏对学龄期1型糖尿病患儿负性情绪及自我效能的影响。方法选取2021年3月至2022年6月于晋江市医院儿科、晋江市妇幼保健院内分泌门诊随访的66例学龄期1型糖尿病患儿进行前瞻性研究,采用随机数字表法将患儿分为对照组与干预组,各33例。干预期间,对照组失访2例,完成31例,其中男14例,女17例,年龄(9.74±1.90)岁;干预组失访3例,完成30例,其中男17例,女13例,年龄(9.60±1.71)岁。对照组实施门诊随访与常规健康教育,干预组在对照组基础上增加专科化游戏干预,均每2周1次,共6次,为期12周。比较两组患儿干预前后的糖尿病知识、社交焦虑、抑郁及自我效能情况。统计学方法采用χ^(2)检验、t检验及秩和检验。结果干预后,干预组患儿的糖尿病知识得分高于对照组[(17.83±2.23)分比(14.23±3.19)分],差异有统计学意义(t=5.103,P<0.001);干预组患儿社交焦虑及抑郁情绪评分均低于对照组[7.00(5.00,10.00)分比9.00(7.00,11.00)分、9.00(7.00,12.25)分比13.00(10.00,15.00)分],差异有统计学意义(Z=2.884,P=0.004;Z=2.560,P=0.010);干预组患儿的自我效能得分高于对照组[(100.80±21.96)分比(86.77±24.24)分],差异有统计学意义(t=2.37,P=0.021)。结论专科化游戏能提高1型糖尿病患儿的认识水平,降低社交焦虑及抑郁情绪,提升自我效能感。Objective To investigate the effects of specialized games on negative emotions and self-efficacy in school-age children with type 1 diabetes mellitus.Methods A total of 66 school-age children with type 1 diabetes mellitus who were followed up in pediatric endocrine clinics of Jinjiang Municipal Hospital and Jinjiang Maternal and Child Health Hospital from March 2021 to June 2022 were selected for the randomized controlled trial.The children were divided into a control group and an intervention group by the random number table method,with 33 cases in each group.During the intervention period,31 cases finished the followed up in the control group,and 2 did not;30 cases finished the follow up in the intervention group,and 3 did not.There were 14 males and 17 females in the control group who were(9.74±1.90)years old.There were 17 males and 13 females in the intervention group who were(9.60±1.71)years old.The control group received outpatient follow-up and routine health education;in addition,the intervention group took specialized game intervention.Both groups were intervened once every other week for 6 times 12 weeks.The scores of diabetes knowledge,social anxiety,depression,and self-efficacy were compared between the two groups before and after the intervention.t test and rank sum test were applied.Results After the intervention,the scores of diabetes knowledge,social anxiety,and depression in the intervention group were better than those in the control group[(17.83±2.23)vs.(14.23±3.19),7.00(5.00,10.00)vs.9.00(7.00,11.00),and 9.00(7.00,12.25)vs.13.00(10.00,15.00)],with statistical differences(t=5.103,P<0.001;Z=2.884,P=0.004;Z=2.560,P=0.010).The score of self-efficacy in the intervention group was higher than that in the control group[(100.80±21.96)vs.(86.77±24.24)],with a statistical difference(t=2.370,P=0.021).Conclusion Specialized games for school-age children with type 1 diabetes mellitus can improve their knowledge of diabetes and sense of self-efficacy,and reduce their social anxiety and depression.

关 键 词：1型糖尿病 专科化游戏 学龄期 负性情绪 自我效能 

分 类 号：R473.72[医药卫生—护理学]