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| 基于时机理论的互联网+赋能教育对酒精依赖患者心理渴求、焦虑症状和复饮率的影响 |
| The impact of "Internet +" empowerment education based on timing theory on psychological craving, anxiety symptoms, and relapse rates in alcohol-dependent patients |
| 投稿时间：2024-07-22 修订日期：2025-01-02 |
| DOI： |
| 中文关键词: 互联网+ 时机理论 赋能教育 酒精依赖 |
| 英文关键词:Internet + Timing it right Enabling education Alcohol dependence |
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| 中文摘要: |
| 背景 酒精依赖患者戒酒后易再次复饮，严重影响患者的身心健康，给患者及家庭带来严重的负担。目前，赋能教育方案越来越多的应用到慢性疾病的康复管理中，但关于时机理论的“互联网+”赋能教育在酒精依赖患者中的应用较有限。目的 探讨基于时机理论的“互联网+”赋能教育对酒精依赖患者心理渴求、焦虑症状和复饮率的影响效果，为降低患者心理渴求，改善焦虑症状和降低复饮率提供参考。方法 选取2022年5月—2023年4月在河北省精神卫生中心成瘾医学科住院治疗的、符合《国际疾病分类（第10版）》（ICD-10）酒精依赖诊断标准的患者为研究对象（n=120），采用随机数字表法分为研究组（n=62）和对照组（n=58）。两组均接受药物治疗和常规干预，研究组在此基础上接受基于时机理论的“互联网+”赋能教育。在基线期，采用宾夕法尼亚酒精渴求量表（PACS）和焦虑自评量表（SAS）进行评定；干预3个月和6个月后，采用PACS、SAS和密西根酒精依赖调查表（MAST）进行评定。结果 干预3个月后，两组复饮人数比较，差异有统计学意义（χ2=8.575，P＜0.01）；干预6个月后，两组复饮人数比较，差异有统计学意义（χ2=8.828，P＜0.01）。重复测量方差分析结果显示，两组PACS总评分和各条目评分的时间效应、组间效应和交互效应比较，差异均有统计学意义（F=159.714~837.751、84.645~393.606、24.302~137.896，P均＜0.01）。两组SAS评分的时间效应、组间效应和交互效应均有统计学意义（F=166.237、65.325、24.724，P均＜0.01）。结论 基于时机理论的“互联网+”赋能教育可能对降低酒精依赖患者的复饮率，改善其对酒精的渴求程度和焦虑症状有帮助。 |
| 英文摘要: |
| Background Patients with alcohol dependence are easy to drink again after drinking, which seriously affects the physical and mental health of patients and brings serious burden to patients and their families. At present, empowerment education programs are more and more applied to the rehabilitation management of chronic diseases, but the application of the empowerment education about “timing is right” combined with “Internet +” in alcohol dependent patients is limited. Objective Discuss the impact of "Internet +" empowerment in education based on timing theory on psychological craving, anxiety symptoms, and relapse rates in alcohol-dependent patients, providing a reference for reducing psychological craving, improving anxiety symptoms, and lowering relapse rates. Methods Patients who were hospitalized in the Department of Addiction Medicine, Hebei Mental Health Center from May 2022 to April 2023 and met the diagnostic criteria of alcohol dependence in International Classification of Diseases, tenth edition (ICD-10) were selected as the study objects (n=120). According to random number table method, 120 patients were divided into study group (n=62) and control group (n=58). Both groups received drug therapy and routine intervention. On this basis, The research group accepts the empowerment of education based on the timing theory of "Internet +" on this basis. At baseline, they were assessed using the Penn Alcohol Craving Scale (PACS) and Self-rating Anxiety Scale (SAS) and at 3 and 6 months after the intervention, they were assessed using PACS, SAS and Michigan Alcoholism Screening Test (MAST). Results There was a significant difference in the number of re-drinkers between the two groups after 3 months of intervention (χ2=8.575, P<0.01). There was significant difference between the two groups in the number of re-drinkers after 6 months of intervention (χ2=8.828, P < 0.01). The results of repeated measurement ANOVA showed that there were statistically significant differences in the time effect, intergroup effect and interaction effect of the total PACS score and the scores of each item between the two groups (F=159.714~837.751, 84.645~393.606, 24.302~137.896, P<0.01). The time effect, intergroup effect and interaction effect of SAS scores in the two groups were statistically significant (F=166.237, 65.325, 24.724, P<0.01). Conclusion The empowerment of education through the "Internet+" based on timing theory may help reduce the relapse rate of alcohol-dependent patients, improve their craving for alcohol, and alleviate their anxiety symptoms. |
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