Bruttomesso Daniela, Gagnayre Rémi, Leclercq Dieudonné, Crazzolara Dalia, Busata Erica, d'Ivernois Jean-François, Casiglia Edoardo, Tiengo Antonio, Baritussio Aldo
Department of Clinical and Experimental Medicine, University of Padova, Via Giustiniani, 2, 35128 Padova, Italy.
Patient Educ Couns. 2003 Sep;51(1):29-37. doi: 10.1016/s0738-3991(02)00226-4.
In patients with chronic diseases education should improve knowledge about the disease and increase certainty in knowledge. We present here a technique to measure changes in certainty after an educational intervention. For this purpose, before and after a course, patients answer a questionnaire in which answers are accompanied by an estimate of the degree of certainty. Answers are then assigned to areas of knowledge defined a priori: mastered (certainty > or = 90%, correctness > or = 90%), hazardous (certainty > or = 90%, correctness < or = 50%), uncertain (certainty < or = 50%, correctness > or = 90%) and residual. Finally differences in the distribution of answers among different areas are analysed statistically. Using this technique in a group of patients with type I diabetes who followed a course on insulin use, we found significant changes in the distribution of answers among different areas of knowledge. Thus changes in certainty can be analysed quantitatively and used to evaluate better the effect of therapeutic education.
对于慢性病患者，教育应提高他们对疾病的认识并增强知识的确定性。我们在此介绍一种测量教育干预后确定性变化的技术。为此，在课程前后，患者要回答一份问卷，答案需附带对确定性程度的估计。然后将答案归入预先定义的知识领域：掌握（确定性≥90%，正确性≥90%）、危险（确定性≥90%，正确性≤50%）、不确定（确定性≤50%，正确性≥90%）和剩余领域。最后对不同领域答案分布的差异进行统计分析。在一组接受胰岛素使用课程的I型糖尿病患者中使用该技术，我们发现不同知识领域的答案分布有显著变化。因此，确定性的变化可以进行定量分析，并用于更好地评估治疗性教育的效果。
