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自我管理教育:历史、定义、结果及机制

Self-management education: history, definition, outcomes, and mechanisms.

作者信息

Lorig Kate R, Holman Halsted

出版信息

Ann Behav Med. 2003 Aug;26(1):1-7. doi: 10.1207/S15324796ABM2601_01.

DOI:10.1207/S15324796ABM2601_01
PMID:12867348
Abstract

Self-management has become a popular term for behavioral interventions as well as for healthful behaviors. This is especially true for the management of chronic conditions. This article offers a short history of self-management. It presents three self-management tasks--medical management, role management, and emotional management--and six self-management skills--problem solving, decision making, resource utilization, the formation of a patient-provider partnership, action planning, and self-tailoring. In addition, the article presents evidence of the effectiveness of self-management interventions and posits a possible mechanism, self-efficacy, through which these interventions work. In conclusion the article discusses problems and solutions for integrating self-management education into the mainstream health care systems.

摘要

自我管理已成为行为干预以及健康行为方面的一个流行术语。对于慢性病管理而言尤其如此。本文简要介绍了自我管理的历史。它提出了三项自我管理任务——医疗管理、角色管理和情绪管理——以及六项自我管理技能——解决问题、决策、资源利用、建立医患伙伴关系、行动计划制定和自我调整。此外,本文还展示了自我管理干预有效性的证据,并提出了这些干预可能起作用的一种机制——自我效能感。最后,本文讨论了将自我管理教育融入主流医疗保健系统所面临的问题及解决方案。

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