Rajai Nahid, Lami Behnaz, Pishgooie Amir Hosein, Habibi Hengameh, Alavizerang Fatemeh
Department of Mother and Infant, School of Nursing, Aja University of Medical Sciences, Tehran, Iran.
Department of Psychiatric Nursing, Baghiyyatollah Al-Azam Hospital, Tehran, Iran.
Korean J Fam Med. 2021 Sep;42(5):356-362. doi: 10.4082/kjfm.20.0098. Epub 2021 Sep 20.
High levels burden of long-term care of patients with schizophrenia can disrupt the functioning of family caregivers. This study evaluated a peer-assisted education method on family caregivers' functioning of patients with schizophrenia.
In this randomized controlled trial, 64 family caregivers of schizophrenia patients in military hospitals of Tehran, Iran, were selected and randomly allocated to intervention and control groups, in 2018-2019. The peer-assisted education was performed in the experimental group for six 1-hour sessions and the family functioning was measured in both groups by the Family Assessment Device Scale. The data were analyzed by SPSS software ver. 16.0 (SPSS Inc., Chicago, IL, USA) and group differences at a level of P-value <0.05 were considered as significant.
There was no significant differences between groups in the pre-intervention phase in all dimensions of family functioning (P>0.05). There were significant differences between intervention and control groups, in the post-intervention phase in mean problem-solving dimension (11.80 vs. 15.53, P=0.012) and in 2 weeks after intervention, in the dimensions of roles (21.71 vs. 23.43, P=0.015), affective involvement (19.03 vs. 21.59, P=0.017), behavior control (23.90 vs. 26.93, P=0.045), general functioning (27.15 vs. 31.40, P=0.013), and total family functioning (134.12 vs. 153.09, P=0.001).
The peer-assisted education significantly influenced the functioning of family caregivers of schizophrenic patients and can be recommended to improve the functioning of caregivers.
精神分裂症患者长期护理的高负担会扰乱家庭照顾者的功能。本研究评估了一种同伴辅助教育方法对精神分裂症患者家庭照顾者功能的影响。
在这项随机对照试验中，2018 - 2019年，从伊朗德黑兰军事医院选取了64名精神分裂症患者的家庭照顾者，并随机分为干预组和对照组。实验组进行了6次每次1小时的同伴辅助教育，两组均通过家庭评估量表测量家庭功能。数据采用SPSS软件16.0版（美国伊利诺伊州芝加哥市SPSS公司）进行分析，P值<0.05被认为具有显著组间差异。
在干预前阶段，两组在家庭功能的所有维度上均无显著差异（P>0.05）。在干预后阶段，干预组和对照组在平均解决问题维度上存在显著差异（11.80对15.53，P = 0.012）；在干预后2周，在角色维度（21.71对23.43，P = 0.015）、情感卷入维度（19.03对21.59，P = 0.017）、行为控制维度（23.90对26.93，P = 0.045）、总体功能维度（27.15对31.40，P = 0.013）以及家庭功能总分（134.12对153.09，P = 0.001）上存在显著差异。
同伴辅助教育对精神分裂症患者家庭照顾者的功能有显著影响，可推荐用于改善照顾者的功能。
