丁红萍

【摘要】 目的：探讨同伴教育对乳腺癌患者术后负面情绪、自我形象紊乱发生率的影响。方法：选取2015年12月-2017年12月在笔者所在医院行乳腺癌手术治疗的患者120例，按随机抽签法将其分为观察组（n=60）和对照组（n=60），对照组采取常规术后健康教育，观察组在对照组基础上增加同伴教育，比较两组术后患者干预前后焦虑（SAS）、抑郁（SDS）评分，自我形象紊乱发生率及乳腺癌生命质量测定量表（FACT-B）评分。结果：干预后两组SAS和SDS评分均降低，且观察组均显著低于对照组（P<0.05）;观察组术后自我形象紊乱发生率显著低于对照组（P<0.05）;干预后观察组FACT-B量表各维度评分及总分均显著升高，且显著高于对照组（P<0.05）。结论：同伴教育能有效缓解乳腺癌术后患者负面情绪，降低自我形象紊乱发生率。

【关键词】 同伴教育; 乳腺癌; 术后负面情绪; 自我形象紊乱

doi：10.14033/j.cnki.cfmr.2019.18.075 文献标识码 B 文章编号 1674-6805（2019）18-0-03

【Abstract】 Objective：To explore the effects of peer education on the postoperative negative emotions and incidence rate of self-image disorder in patients with breast cancer.Method：A total of 120 patients who underwent cervical cancer surgery in our hospital from December 2015 to December 2017 were selected and divided into observation group（n=60） and control group（n=60） according the the method of random sampling.Control group was given routine postoperative health education，and observation group was additionally given peer education on the basis of control group.The scores of self-rating anxiety scale（SAS） and self-rating depression scale（SDS），incidence rate of self-image disorder and quality of life measurement scale-breast cancer（FACT-B） score were compared between the two groups before and after intervention.Result：After treatment，the scores of SAS and SDS in the two groups were decreased after intervention，and the scores in observation group were significantly lower than those in control group（P<0.05）.The incidence rate of postoperative self-image disorder in observation group was significantly lower than that in control group（P<0.05）.The dimensions scores and total score of FACT-B scale in observation group were significantly higher than those in control group（P<0.05）.Conclusion：Peer education can effectively alleviate the negative emotions of postoperative patients with breast cancer and reduce the incidence rate of self-image disorder.

【Key words】 Peer education; Breast cancer; Postoperative negative emotions; Self-image disorder

First-authors address：Yingcheng Peoples Hospital，Yingcheng 432400，China

乳腺癌是常見的妇科恶性肿瘤之一，据报道近年来其发病率逐渐升高且年轻化[1]。目前手术治疗是主要的治疗手段，但术后患者会产生焦虑、抑郁负面情绪及自我形象紊乱等一系列心理问题，从而影响其康复效果及生活质量[2]。因此乳腺癌术后患者的健康教育十分重要，但传统的健康教育很难达到预期目标，近年来有学者对乳腺癌患者采取同伴教育，且经实践证明具有良好的效果[3]。同伴教育是指年龄、知识水平、经历相近的人群互相传播知识、分享经验、传授技能的过程[4]，目前已在较多疾病的健康教育中广泛应用。为进一步探讨同伴教育对乳腺癌术后患者负面情绪、自我形象紊乱的影响，笔者进行了以下研究，以期为临床提供参考。

1 资料与方法

1.1 一般资料

选取2015年12月-2017年12月在笔者所在医院行乳腺癌手术治疗的患者120例，纳入标准：均诊断为乳腺癌且行手术治疗;能正常沟通。……