Effects of health education based on the trans-theoretical model on self-management in young patients with chronic hepatitis B
Objective To explore the impact of health education based on the trans-theoretical model on self-management ability,self-efficacy,quality of life and liver function recovery in young patients with chronic hepatitis B receiving antiviral therapy.Methods A total of 80 young patients with chronic hepatitis B undergoing antiviral therapy from June to August 2022 were selected as the research subjects.They were divided into a control group and an observation group,with 40 cases in each group,based on the principle of comparable baseline data between the groups.The control group implemented routine health education,including admission education,specialized nursing care,and discharge education.The observation group implemented a health education program based on the trans-theoretical model in addition to routine health education.Interventions were given according to the stage of behavior change the patients were in.The intervention primarily involved individualized guidance,supplemented by group lectures,group discussions,video presentations,use of the WeChat platform,etc.Throughout the phased education process,timely assessments were conducted,with a progressive approach where goals for each stage were achieved before moving on to the next phase of health education.The differences in self-management,self-efficacy,and quality of life improvement were compared between the two groups of patients before and after a 6-month intervention.Changes in liver function indicators and hepatitis B virus gene titers were also assessed.Results Before the intervention,there was no statistically significant difference in self-management scores,self-efficacy scores,quality of life scores,liver function indicators,and hepatitis B virus gene titers between the two groups(P>0.05).After 6 months of intervention,the self-management,self-efficacy,and quality of life scores of patients in the observation group were higher than those in the control group,the differences were statistically significant(P<0.05);the liver function indicator in the observation group was lower than that in the control group,the difference was statistically significant(P<0.05);there was no statistically significant difference in hepatitis B virus gene values between the two groups(P>0.05).Conclusion Health education based on the trans-theoretical model can improve self-management abilities,self-efficacy,and quality of life in young patients with chronic hepatitis B undergoing antiviral therapy,and promote liver function recovery.However,it has not yet had a certain effect on the change level of hepatitis B virus gene titers,which needs further research.
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