唇腭裂患兒手術(shù)修復(fù)治療及圍術(shù)期共情護(hù)理干預(yù)分析

1、    唇腭裂患兒手術(shù)修復(fù)治療及圍術(shù)期共情護(hù)理干預(yù)分析    摘要目的：探究引入基于共情層面的心理護(hù)理干預(yù)技術(shù)對唇腭裂患兒美容效果及家屬對面部美容滿意度的影響。方法：將筆者醫(yī)院收治的148例唇腭裂患兒作為研究對象，按入院先后順序隨機(jī)分為觀察組（n=76）和對照組（n=72）。兩組患兒在全麻氣管插管麻醉下進(jìn)行唇腭裂同期修復(fù)。對照組在圍術(shù)期間行常規(guī)護(hù)理干預(yù)，觀察組則在上述基礎(chǔ)上引入基于共情層面的心理護(hù)理干預(yù)。對比兩組患兒的病情恢復(fù)情況、情感狀況、面部美容效果以及家屬對其面部美容的滿意程度。結(jié)果：護(hù)理干預(yù)后，觀察組患兒的sas、sds評(píng)分及各項(xiàng)cbcl評(píng)分均明

2、顯低于對照組，差異有統(tǒng)計(jì)學(xué)意義（p<0.05）。觀察組對面部美觀的滿意度為89.47%，明顯高于對照組的75.00%，差異有統(tǒng)計(jì)學(xué)意義（p<0.05）。觀察組患兒的并發(fā)癥發(fā)生率為5.26%，明顯低于對照組的16.67%，差異有統(tǒng)計(jì)學(xué)意義（p<0.05）。結(jié)論：在唇腭裂患兒的臨床護(hù)理期間引入基于共情層面的心理護(hù)理干預(yù)，能夠有效緩解其不良情緒，患兒的抑郁焦慮狀況得到有效改善，同時(shí)還能夠在一定程度上提高其語言表達(dá)能力以及對面部美觀的滿意度，值得在臨床上積極推廣。關(guān)鍵詞唇腭裂；患兒；共情心理干預(yù)；病情康復(fù)；情感狀況；護(hù)理干預(yù)r47 文獻(xiàn)標(biāo)志碼b 1008-6455（2019）01-0

3、147-03surgical repair and perioperative empathy nursing intervention for children with cleft lip and palatedu sheng-hua（the first department of surgry， tongcheng county people's hospital，tongcheng 437400，hubei，china）abstract： objective to research the influence on the effects of beauty and facia

4、l beauty satisfaction of family members of psychological nursing intervention based on empathy aspect in children with cleft palate. methods 148 cases of cleft palate who treated in our hospital were selected as the research objects. the patients were divided into the observation group （76 cases） an

5、d the control group （72 cases） according to the order of admission. two groups were given the simultaneous repair of cleft lip and palate under the anesthesia of tracheal intubation under general anesthesia. the control group received routine nursing intervention during perioperative period. on the

6、basis of above， the observation group introduced psychological nursing intervention based on empathy aspect. the recovery status， emotional status， facial cosmetic effect and satisfaction degree of family members on facial cosmetic in two groups were compared. results after nursing intervention， sas， sds scores and cbcl scores of children in the observation group were signifi