|
|
|
| Application of situational teaching in feeding of infants with cleft lip and palate after operation |
| GUO Yuan SHU Maoguo ZHANG Jun HAN Liang SU Xin XING Qian |
| Department of Burn and Plastic Surgery, First Affiliated Hospital of Xi′an Jiao Tong University, Shaanxi Province, Xi′an 710061, China |
|
|
|
Abstract Objective To investigate the effects of situational teaching in feeding of infants with cleft lip and palate after operation. Methods From January 2015 to January 2017, 160 cases of infants received repair of cleft lip and palate at Department of Burn and Plastic Surgery of the First Affiliated Hospital of Xi'an Jiao Tong University were selected, and they were divided into the control group and the observation group by random number table, with 80 cases in each group. The routine postoperative feeding nursing was applied to the control group, while the situational teaching method of feeding nursing was applied to the observation group. The incidences of complications and nursing satisfaction between the two groups were compared. Results The mastery degree of feeding knowledge including feeding precautions, feeding methods and feeding time in family members of the observation group was higher than that of the control group, with statistically significant difference (P < 0.05). The feeding compliance of the observation group was 96.25%, while that of the control group was 81.25%. The compliance of the observation group was significantly higher than that of the control group, with statistically significant difference (P < 0.05). The incidence of postoperative complications in the observation group was 2.50%, while that of the control group was 11.25%. The observation group was significantly lower than the control group, with statistically significant difference (P < 0.05). The total satisfaction rate of the families of the children in the observation group was 96.25%, while the total satisfaction rate of the family members in the control group was 86.25%. The total satisfaction rate of observation group was significantly higher than the control group, with statistically significant difference (P < 0.05). Conclusion The application of situational teaching method in postoperative children with cleft lip and palate can improve family members' mastery of feeding knowledge, improve children's feeding compliance, reduce complications, and further improve their family members' satisfaction with nursing services.
|
|
|
|
|
|
[1] 安俊红，刘娜.品管圈活动提高唇腭裂患儿术后正确喂养率的效果观察[J].护理研究，2017，31（15）：1900-1902.
[2] 唐凤云，廖佳，文荣娥，等.情景教学法在唇腭裂婴幼儿术后喂养中的应用[J].广西医学，2015，37（8）：1194-1195.
[3] 曾艳，李棚.唇裂整复术后并发症原因及护理干预效果评价[J].西部医学，2015，27（11）：1740-1742.
[4] 黎晔，黄孟燕，陆薇等.846例唇腭裂患儿围术期护理[J].广西医学，2014，36（5）：696-697.
[5] Harville EW，Wilcox AJ，Lie RT，et al. Epidemiology of cleft palate alone and cleft palate with accompanying defects [J]. Eur J Epidemiol，2007，22（6）：389-395.
[6] 王杨洋，信燕华，马坚，等.早期心理干预对唇腭裂患儿父母的影响[J].华西口腔医学杂志，2013，31（4）：372-376.
[7] 陈克清，张曦，林雁娟，等.上肢约束器在唇腭裂患儿术后应用的效果评价[J].中华护理杂志，2016，51（6）：692-693.
[8] 郭元，许乐.唇腭裂婴幼儿喂养问题及其影响因素的研究进展[J].护理学杂志，2011，26（18）：94-96.
[9] 邢瑞敏，李菊，陈永学.先天性唇腭裂患儿修补术前后的喂养护理分析[J].世界中医药，2016，14（b06）：1926-1927.
[10] Augsornwan D，Pikunthod K，Pongpagatip S，et al. Nursing outcome in patients with cleft lip and palate who underwent operation：follow-up cases [J]. J Med Assoc Thai，2012，95（11）：116-120.
[11] 覃桂荣，陈月梅，雪丽霜，等.情景教学法在母乳喂养教学中的效果研究[J].广西医学，2010，33（10）：10285.
[12] 刘芬，张健，郑雪飞，等.先天性唇裂患儿术后喂养方式研究[J].广东牙病防治，2014，22（1）：28-30.
[13] 苟红兵，潘调茹，何颖，等.图文式临床路径宣教在先天性唇腭裂修补术围手术期的应用[J].贵州医药，2015， 39（10）：954-955.
[14] 曾俊，杨荆艳，徐丽芬.情景教学在尿路造口患者自我护理教育的应用[J].护理学杂志，2015 ，30（4）：94-96.
[15] 刘灵灵，陈颖.情景教学法在护理教育中的应用现状[J].护理研究，2015，29（18）：2179-2182.
[16] 申萍，杜益平，柏屏.情景教学法在护理美学教学中的应用及效果分析[J].医学研究生学报，2005，18（2）：189-190.
[17] 唐凤云，廖佳，文荣娥，等.情景教学法在唇腭裂术后喂养护理教学中的研究[J].中国医疗美容，2014，4（4）：147-148.
[18] 付华，田维忠，邵红英.情景教学法在临床护理教学中的应用[J].中国医药导报，2016，13（2）：154-157.
[19] 赵月芝，孙素丽，魏学燕，等.仿真情景模拟教学法在手术室护理实训教学中的应用[J].中国组织工程研究，2016， 15（a02）：283-283.
[20] 苏会芝，程岩，张海霞，等.250例唇腭裂修补术患儿围手术期护理观察[J].河北中医，2015，37（7）：1102-1103. |
|
|
|
