LaGrone R, Jeffrey T B, Ferguson C L
Psychology Service, William Beaumont Army Medical Center, El Paso, Texas 79920-5001.
J Clin Psychol. 1988 Mar;44(2):271-6. doi: 10.1002/1097-4679(198803)44:2<271::aid-jclp2270440230>3.0.co;2-q.
Thirty subjects with essential hypertension were assigned randomly to either a no treatment control, education, or education with relaxation training group. Independent blood pressure recordings were collected by medical staff at pretest, posttest, and 8-week follow-up. Results suggest a significant interaction between treatment and time for the dependent physiological measure, systolic blood pressure. During the pretest to follow-up period, the control group averaged a 5.9 mm. Hg. increase, the education with relaxation group an 8.8 mm. Hg. decrease, and the education group a 14.9 mm. Hg. decrease in systolic blood pressure. There was no significant difference in group means for diastolic blood pressure within groups over time. As measured at follow-up, education appeared more effective in reducing systolic blood pressure than education with relaxation training. More than one-third of subjects associated unpleasant side effects with their antihypertensive medication. Almost all treatment subjects rated the education and relaxation as helpful for understanding and managing their hypertension.
30名原发性高血压患者被随机分为三组，分别是不治疗对照组、接受教育组和接受教育并进行放松训练组。医疗人员在测试前、测试后以及8周随访时收集独立的血压记录。结果表明，在作为因变量的生理指标收缩压方面，治疗与时间之间存在显著的交互作用。在从测试前到随访期间，对照组收缩压平均升高5.9毫米汞柱，接受教育并进行放松训练组收缩压平均降低8.8毫米汞柱，接受教育组收缩压平均降低14.9毫米汞柱。随着时间推移，各小组内舒张压的组均值没有显著差异。在随访时测量发现，接受教育在降低收缩压方面似乎比接受教育并进行放松训练更有效。超过三分之一的受试者将不愉快的副作用与他们的抗高血压药物联系起来。几乎所有接受治疗的受试者都认为教育和放松对理解和管理他们的高血压有帮助。
