School of Nursing, Hebei University, Baoding, China.
Operating Room, The Fourth Hospital of Hebei Medical University, Shijiazhang, China.
Medicine (Baltimore). 2024 Sep 13;103(37):e39497. doi: 10.1097/MD.0000000000039497.
The objective of this study is to assess the influence of blended education methodologies, utilizing an online education platform, among stage III cardiac rehabilitation (CR) patients diagnosed with coronary heart disease (CHD). Between June and August 2021, a cohort of 90 patients diagnosed with CHD, previously discharged from a second-class hospital 1 year earlier, were randomly allocated into 2 groups: the experimental and control groups, with each comprising 45 patients. Patients in the control group received out-of-hospital CR education via WeChat, while those in the experimental group received blended CR education utilizing an online education platform. Following a 24-week period, the self-management behavior and negative emotions of both groups were compared before and after the intervention. The final count of patients in the control and experimental groups was 39 and 37, respectively. Post the intervention, in terms of self-management behavior, the control group achieved an average score of 90.69 ± 7.13, while the experimental group scored 96.11 ± 5.42 (P < .05). Concerning negative emotions, the anxiety scores for the control and experimental groups were 3.03 ± 2.63 and 1.86 ± 1.80, respectively, and the depression scores were 3.00 (3.00) and 2.00 (3.00), respectively (P < .05). The differences in the outcomes mentioned above were statistically significant. The implementation of a blended educational approach utilizing an online platform has resulted in notable improvements in self-management skills and the reduction of negative emotions among patients with CHD. As a result, this educational strategy has demonstrated effectiveness in providing post-discharge CR education for patients with CHD.
本研究旨在评估混合教育方法（利用在线教育平台）对 III 期心脏康复（CR）患者的影响，这些患者被诊断为冠心病（CHD）。2021 年 6 月至 8 月，共纳入 90 例 CHD 患者，这些患者均于 1 年前从二级医院出院，将其随机分为两组：实验组和对照组，每组 45 例。对照组患者通过微信接受院外 CR 教育，实验组患者则接受基于在线教育平台的混合 CR 教育。在 24 周的干预后，比较两组患者干预前后的自我管理行为和负性情绪。对照组和实验组的最终患者人数分别为 39 例和 37 例。干预后，在自我管理行为方面，对照组的平均得分为 90.69±7.13，而实验组的得分为 96.11±5.42（P<0.05）。在负性情绪方面，对照组和实验组的焦虑评分分别为 3.03±2.63 和 1.86±1.80，抑郁评分为 3.00（3.00）和 2.00（3.00）（P<0.05）。上述结果差异有统计学意义。采用在线平台的混合教育方法显著提高了 CHD 患者的自我管理技能，并降低了其负性情绪。因此，这种教育策略在为 CHD 患者提供出院后 CR 教育方面是有效的。
