The First Affiliated Hospital of Guangxi Medical University, China.
Clin Nurs Res. 2022 May;31(4):607-614. doi: 10.1177/10547738221075726. Epub 2022 Mar 19.
To explore the application value of multimedia education and nursing intervention in a coronary computed tomography angiography (CCTA). A total of 120 patients who underwent a 256-slice spiral CCTA examination in our hospital from April 2019 to April 2020 were selected. Patients were divided into two groups of 60 patients each, that is, the control group and the observation group, using a random number table method. The control group received traditional education before an examination, and patients were given routine breathing training. The observation group was given multimedia education and nursing intervention. The heart rate (HR), diastolic blood pressure (DBP), systolic blood pressure (SBP), and respiratory rate in the two groups were observed. The psychological status, imaging quality, and incidence of adverse reactions were compared between the two groups. The HR, DBP, SBP, and respiratory rate of the observation group were all lower compared to those in control group, and the differences were statistically significant ( < 0.05). Following multimedia education and nursing intervention, the anxiety and depression scores of patients in the observation group were considerably lower compared with those in the control group, and the differences were statistically significant ( < 0.05). Observation group image quality I level higher than the control group, and the proportion of patients with the difference was statistically significant ( < 0.05). The proportion of grade II to IV patients was lower in the observation group than in the control group; however, the difference was not statistically significant ( > 0.05). There was a significant difference in the incidence of adverse reactions between the two groups (χ, = .031). For patients undergoing a CCTA examination, multimedia education and nursing intervention can effectively improve their immediate psychological state, control their heart rate, and blood pressure before the examination, reduce the incidence of adverse reactions and improve imaging quality, thereby improving the overall reliability of a clinical diagnosis.
探讨多媒体教育和护理干预在冠状动脉 CT 血管造影（CCTA）中的应用价值。选取我院 2019 年 4 月至 2020 年 4 月行 256 层螺旋 CCTA 检查的 120 例患者，采用随机数字表法分为两组，每组 60 例。对照组患者检查前接受传统教育，给予常规呼吸训练；观察组患者给予多媒体教育和护理干预。观察两组患者心率（HR）、舒张压（DBP）、收缩压（SBP）和呼吸频率，比较两组患者心理状态、成像质量和不良反应发生率。观察组 HR、DBP、SBP 及呼吸频率均低于对照组，差异有统计学意义（ < 0.05）。观察组患者焦虑、抑郁评分均明显低于对照组，差异有统计学意义（ < 0.05）。观察组图像质量 I 级比例高于对照组，差异有统计学意义（ < 0.05）。观察组Ⅱ级至Ⅳ级患者比例低于对照组，但差异无统计学意义（ > 0.05）。两组不良反应发生率比较差异有统计学意义（χ² = .031）。对于行 CCTA 检查的患者，给予多媒体教育和护理干预能有效改善其即刻心理状态，控制其检查前心率、血压，降低不良反应发生率，提高成像质量，从而提高临床诊断的整体可靠性。
