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目的探讨孕妇学校在缓解妊娠期糖尿病患者心理压力中的作用。方法选取2015年7月-2016年5月期间,在该院门诊进行产检并确诊为妊娠期糖尿病(GDM)的242例孕妇为研究对象。根据随机数字表法分为观察组(124例)和对照组(120例)。对照组采取生活方式干预,观察组采取生活方式+心理护理干预,利用孕妇学校进行系统的GDM相关宣教。两组孕妇在治疗前和治疗后两周进行空腹血糖、糖化血红蛋白和OGTT 1 h血糖、OGTT 2 h血糖水平测定,并分别进行量表测评,包括Zung氏焦虑自评量表(SAS)、妊娠压力量表、孕妇基本情况调查表。结果两组孕妇治疗后空腹血糖、OGTT 2 h血糖水平比较差异有统计学意义(P<0.05)。观察组孕妇空腹血糖、糖化血红蛋白和OGTT 1 h血糖、OGTT 2 h血糖水平治疗后与治疗前比较差异有统计学意义(P<0.05)。对照组孕妇OGTT 2 h血糖水平治疗后与治疗前比较差异有统计学意义(P<0.05)。两组孕妇治疗后SAS评分比较差异有统计学意义(P<0.05),其中,观察组的SAS评分在治疗前后比较差异有统计学意义(P<0.05)。治疗后两组孕妇妊娠压力阳性率比较差异有统计学意义(P<0.05)。结论孕妇学校作为孕期保健的重要护理手段,对GDM患者的血糖水平、妊娠期心理压力的缓解有重要作用,干预效果明显优于未参加孕妇学校的孕产妇。
Objective To explore the role of pregnant women in relieving psychological stress in gestational diabetes. Methods From July 2015 to May 2016, 242 pregnant women who were diagnosed as gestational diabetes mellitus (GDM) in the clinic were selected as the study subjects. According to random number table divided into observation group (124 cases) and control group (120 cases). The control group adopted lifestyle intervention, and the observation group adopted the lifestyle + psychological nursing intervention. The pregnant women’s school was used to conduct systematic GDM related education. The two groups of pregnant women before and after treatment for two weeks of fasting blood glucose, glycosylated hemoglobin and OGTT 1 h blood glucose, OGTT 2 h blood glucose levels, and were measured, including Zung’s anxiety self-rating scale (SAS), pregnancy Pressure gauge, the basic situation of pregnant women questionnaire. Results After fasting blood glucose and OGTT 2 h blood glucose levels were significantly different between the two groups (P <0.05). The fasting blood glucose, glycosylated hemoglobin and OGTT 1 h blood glucose in pregnant women in observation group were significantly lower than those before treatment (P <0.05). The blood glucose level of OGTT 2 h pregnant women in the control group after treatment was significantly different from that before treatment (P <0.05). There was significant difference in SAS score between the two groups after treatment (P <0.05). There was significant difference in SAS score between the two groups before and after treatment (P <0.05). The positive rate of pregnancy stress in the two groups of pregnant women after treatment was significantly different (P <0.05). Conclusions Pregnant women schools, as an important nursing tool during pregnancy, play an important role in the blood glucose level and the relief of psychological stress during pregnancy. The intervention effect is obviously better than the pregnant women who did not participate in the pregnant women ’s school.