The First Affiliated Hospital, College of Medicine, Zhejiang University, Hangzhou, China.
Zhejiang University School of Medicine, Hangzhou, China.
Clin Nurs Res. 2022 Mar;31(3):435-444. doi: 10.1177/10547738211036600. Epub 2021 Aug 19.
This study aims to compare the effectiveness of video and paper materials used for teach-back education on the first insulin injection for patients with diabetes. The study enrolled 110 patients hospitalized for diabetes who had received education on their first insulin injection in the endocrinology department. The patients were divided into an intervention group ( = 55) and a control group ( = 55) using convenience sampling. Video materials were employed for the teach-back education of the intervention group, while paper materials were employed for the teach-back education of the control group. We compared cases who answered correctly to the common parts (selection and management of injection devices, selection and rotation of injection sites, proper use of injection angles and pinching, insulin storage, injection-related complications and their prevention, selection of the correct needle length, and safe disposal of needles after use) for the first time, the number of educational sessions and total education duration between the two groups and employed the "" questionnaire to survey the two groups before and 28 days after the intervention. The intervention group had a shorter total education duration than the control group, a difference that was statistically significant ( < .001). The intervention group had more advantages over the control group in terms of rotation education at the injection site ( < .05). There was no statistically significant difference in the questionnaire scores between the two groups after the intervention ( > .05); however, both groups scored significantly higher than before the intervention, a difference that was statistically significant ( < .001). The teach-back method combined with video materials applied for educating patients on their first insulin injection could reduce the education duration by healthcare providers and improve the patients' psychological insulin resistance. The key to successfully teaching patients to self-administer insulin, and allowing them to master the steps involved, is to focus on "why" rather than "what" to do.
本研究旨在比较视频和纸质材料用于糖尿病患者首次胰岛素注射教学的效果。该研究纳入了 110 名在内分泌科接受首次胰岛素注射教育的糖尿病住院患者。采用便利抽样法将患者分为干预组（n=55）和对照组（n=55）。干预组采用视频材料进行教学，对照组采用纸质材料进行教学。我们比较了两组患者首次回答常见部分（注射装置的选择和管理、注射部位的选择和轮换、正确使用注射角度和捏合、胰岛素储存、注射相关并发症及其预防、正确的针头长度选择以及使用后安全处理针头）的正确率、教育次数和总教育时间，并采用问卷分别在干预前和干预后 28 天对两组患者进行调查。干预组的总教育时间短于对照组，差异具有统计学意义（P<.001）。干预组在注射部位轮换教育方面优于对照组，差异具有统计学意义（P<.05）。干预后两组问卷评分无统计学差异（P>.05）；但两组评分均明显高于干预前，差异具有统计学意义（P<.001）。将视频材料与教学后反馈法相结合应用于患者首次胰岛素注射教育，可减少医护人员的教育时间，降低患者心理胰岛素抵抗。成功教会患者自我注射并掌握相关步骤的关键是注重“为什么”而不是“做什么”。
