Integration and practice of chronic respiratory disease management education in clinical teaching: a case study of COPD patients
呼吸慢病管理教育在临床带教中的融入与实践——以COPD患者为例

摘要

目的 探讨呼吸慢病管理教育在临床带教中的融入和实践效果，以COPD患者为例。方法 本次研究的样本均选自于2024年2月—2025年2月期间在本院呼吸内科进行就诊的70例COPD患者。采用随机数字表法，将患者平均分为两个小组，即观察组35例患者，对照组35例患者，为了保证数据的有效性，采用不同的干预模式。对照组采用常规健康教育模式，接受基础的疾病宣传和随访管理；观察组在常规治疗基础上，由带教教师指导实习生开展系统化呼吸慢病管理教育。以此比较两组患者在急性加重次数、肺功能指标和生活质量方面的改善情况。结果 通过比较两组患者干预前后肺功能指标，发现观察组与对照组干预前FEV、FVC、FEV₁/FVC并无显著差别，差异无统计学意义，（P＞0.05）；干预后两组间差异显著，明显观察组患者肺功能指标提升显著，差异具有统计学意义，（P＜0.05）；通过比较两组患者干预后的自我管理能力评分，发现观察组的症状管理、情绪调节、药物依从性、复诊行为、健康生活方式评分更优，差异具有统计学意义，（P＜0.05）；比较两组患者干预后急性加重发生率，发现观察组的发生率仅有11.43％，而对照组为25.71％，观察组的急性加重发生次数较少，差异具有统计学意义，（P＜0.05）；比较两组患者对健康教育的满意度，发现观察组的满意率为97.14％，而对照组为82.86％，两组之间的满意人数与满意率均相差较大，差异具有统计学意义，（P＜0.05）。结论 将呼吸慢病管理教育融入到临床教学实践当中，有利于开展以患者为核心的服务方针，在带教过程中的言传身教，能够帮助实习生深化了解对疾病和患者的理解，从而增加其责任意识。

Abstract

Objective To explore the integration and practical effects of respiratory chronic disease management education in clinical teaching, taking COPD patients as an example.
Methods The samples for this study were selected from 70 COPD patients who visited the respiratory department of our hospital between February 2024 and February 2025. Using the random number table method, patients were evenly divided into two groups, with 35 patients in the observation group and 35 patients in the control group. To ensure the validity of the data, different intervention modes were used. The control group received routine health education, basic disease promotion, and follow-up management; On the basis of conventional treatment, the observation group received systematic respiratory chronic disease management education from interns under the guidance of a supervising teacher. Compare the improvement of acute exacerbation frequency, lung function indicators, and quality of life between the two groups of patients.
Results By comparing the lung function indicators of the two groups of patients before and after intervention, it was found that there was no significant difference in FEV, FVC, FEV₁/FVC between the observation group and the control group before intervention, and the difference was not statistically significant, (P＞0.05); There was a significant difference between the two groups after intervention, and the lung function indicators of the observation group patients improved significantly, with statistical significance, (P＜0.05); By comparing the self-management ability scores of two groups of patients after intervention, it was found that the observation group had better scores in symptom management, emotional regulation, medication compliance, follow-up behavior, and healthy lifestyle, and the differences were statistically significant, (P＜0.05); Comparing the incidence of acute exacerbations between two groups of patients after intervention, it was found that the incidence rate in the observation group was only 11.43%, while that in the control group was 25.71%. The observation group had fewer occurrences of acute exacerbations, and the difference was statistically significant, (P＜0.05); Comparing the satisfaction of two groups of patients with health education, it was found that the satisfaction rate of the observation group was 97.14%, while that of the control group was 82.86%. There was a significant difference in the number and satisfaction rate between the two groups, and the difference was statistically significant, (P＜0.05).
Conclusion   Integrating education on chronic respiratory disease management into clinical teaching practice is beneficial for implementing a patient-centered service policy. Through words and deeds during the teaching process, interns can deepen their understanding of the disease and patients, thereby increasing their sense of responsibility.