1、493Nursing Practice and Research,Feb.2023,Vol.20,No.4护理实践与研究 2023年2月第20卷第4期4 白银霞,孙宏.饮食护理对胃癌根治术术后患者胃肠道功能恢复及并发症的影响 J.中国肿瘤临床与康复,2020,27(5):611-614.5 中华医学会肿瘤学分会,中华医学会杂志社.中华医学会胃癌临床诊疗指南(2021 版)J.中华医学杂志,2022,102(16):1169-1189.6 张璟.消化系统肿瘤患者营养知识态度行为问卷的修订、评价与应用 D.合肥:安徽医科大学,2014.7 武树箭,田文玲.PG-SGA 个性化营养干预对胃癌术后化疗
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5、辑陈景景）【摘要】目的探究授权理论模式与思维导图联合应用于肺癌化疗患者对其癌因性疲乏、希望水平及自我效能的影响。方法选取 2020 年 1 月2022 年 1 月于医院进行化疗的肺癌患者 84 例为研究对象，按照组间基本资料具有可比性的原则分为对照组和观察组，每组 42例。对照组予以授权理论模式下的健康教育管理，观察组在对照组基础上联合思维导图干预。于干预前、干预 6 周后采用癌症疲乏量表（CFS）、中文版自我效能感量表（SUPPH）、Herth 希望量表（HHI）评估患者癌因性疲乏、自我效能情况及希望水平，于干预前、干预6 周采用医学应对方式问卷（MCMQ）测评患者的疾病应对方式，比较两组患
6、者护理满意程度。结果干预前两组 CFS、SUPPH 评分比较差异无统计学意义（P0.05），干预后观察组CFS 评分低于对照组，SUPPH评分高于对照组，差异有统计学意义（P0.05）；干预后，观察组患者 HHI 评分均高于对照组，差异有统计学意义（P0.05）；干预后，观察组积极面对评分高于对照组，回避、屈服评分低于对照组，差异有统计学意义（P0.05）。观察组护理满意程度高于对照组，差异有统计学意义（P0.05）。本研究符合赫尔辛基宣言内容。Evaluation of the nursing of empowerment theory model combined with mind ma
7、pping in patients with lung cancer undergoing chemotherapy LI Xiaoping,JIANG Qiuling,QI Xinxin,MIAO Lijun(The First Affi liated Hospital of Zhengzhou University,Zhengzhou,450000,China)【Abstract】Objective To explore the eff ect of empowerment theory model combined with mind mapping on cancer-related
8、fatigue,hope level and self-effi cacy of patients with lung cancer undergoing chemotherapy.Methods A total of 84 patients with lung cancer who underwent chemotherapy in the hospital from January 2020 to January 2022 were selected as the study subjects.According to the principle of comparability of b
9、asic data between groups,they were divided into control group and observation group,with 42 patients in each group.The control group was given health education management under the authorization theory mode,and the observation group was combined with mind mapping intervention on the basis of the con
10、trol group.Cancer fatigue scale(CFS),Chinese-version strategies used by people to promote health(SUPPH)and Herth hope index(HHI)were used to assess the cancer-related fatigue,self-effi cacy and hope level of the patients before and after the intervention,and medical coping modes questionnaire(MCMQ)w
11、as used to assess the disease coping style of the patients before and after the intervention for 6 weeks to compare the nursing satisfaction of the two groups of patients.Results Before intervention,there was no signifi cant diff erence in the scores of CFS and SUPPH between the two groups(P0.05).Af
12、ter intervention,the score of CFS in the observation group was lower than that in the control group,the score of SUPPH was higher than that in the control group,and the diff erences were statistically signifi cant(P0.05).After intervention,the HHI score in the observation group was higher than that
13、in the control group,and the diff erence was statistically signifi cant(P0.05).After intervention,the score of positive face in the observation group was higher than that in the control group,and the scores of avoidance and submission were lower than those in the control group,the diff erences were
14、statistically signifi cant(P0.05).The nursing satisfaction in the observation group was higher than that in the control group,and the diff erence was statistically significant(P0.05).Conclusion Empowerment theory model combined with mind mapping can significantly reduce the degree of cancer-related
15、fatigue in patients with lung cancer undergoing chemotherapy,and improve the level of hope,self-effi cacy and nursing satisfaction.【Key words】Empowerment theory model;Mind mapping;Lung cancer;Chemotherapy;Level of hope;Satisfaction495Nursing Practice and Research,Feb.2023,Vol.20,No.4护理实践与研究 2023年2月第
16、20卷第4期1.2纳入与排除条件纳入条件：符合中国原发性肺癌诊疗规范（2015 年版）6中关于肺癌的诊断标准，入院后经影像学、实验室检查确诊为肺癌；初次接受化疗，院内治疗周期在 6 周以上，可接受 6 周的护理管理干预；年龄 2080 岁；意识清晰，文化程度在小学以上，能够配合完成相应问卷调查；患者、家属均了解研究内容，知晓利弊，已签署知情同意书。排除条件：合并除肺癌外其他恶性肿瘤，出现远处转移者；合并严重全身性或局部感染、严重精神疾病；存在化疗禁忌证，如心肝肾功能严重障碍、骨髓功能异常、有出血倾向等；化疗期间接受其他抗肿瘤治疗方式；中途转院治疗或退出研究。1.3护理方法两组均实施常规护理，包括讲解肺癌疾病相关知识，化疗可能出现的不良反应以及应对方式，饮食指导以及遵医嘱开展疼痛护理。同时，对照组予以授权理论模式下的健康教育管理，观察组在对照组基础上联合思维导图干预。（1）授权理论模式下的健康教育管理：授权理论管理包括 5 个步骤，分别是明确问题、宣泄情绪、设定目标、制定计划以及综合评价。授权理论管理以动机性访谈模式开展，连续进行 6 周教育管理，每周 1 次，每次 60 min，实施管