基于教育的家庭赋权在Ipswich知识与技能触摸测试中早期发现糖尿病足溃疡

Aan Dwi Sentana, Ni Putu Sumartini, Mardiatun Mardiatun, A. Supinganto
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摘要

识别糖尿病患者的感觉受损,最终导致糖尿病足溃疡(DFU)是一个必要的行动。预防糖尿病足的努力之一是识别,这可以由患者的家庭成员在家中完成,但这还没有做到。目的是确定以教育为基础的家庭赋权对早期发现糖尿病足溃疡的影响,在马塔兰市卫生中心使用伊普斯维奇触摸测试知识和技能。本设计采用实验前设计,采用前后单组试验。样本为45名受访者,通过每周四次、持续两周的教育项目指导,给予家庭赋权干预。在家庭知识方面,干预前的调查结果大多缺乏,多达36人(86.7%),而在干预后,所有被调查者都获得了良好的家庭知识。在进行干预前,所有技能家庭中有45人(100%,p值= 0.000 < = 0.005)技能家庭中有45人(100%)技能较差,在进行干预后,所有被调查者都有45人(100%)技能较好,p = 0.000 < = 0.005。因此,可以得出结论,以教育为基础的家庭赋权在早期发现糖尿病足溃疡中运用伊普斯维奇触摸试验的知识和技能。
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Education-Based Family Empowerment in Diabetic Foot Ulcer Early Detection Using Ipswich Touch Test of Knowledge and Skills
Identifying patients with diabetes mellitus who experience an impaired sensation that ultimately causes Diabetic Foot Ulcer (DFU) is a necessary action. One of the efforts to prevent diabetic foot is to identify, which can be done by family members of the patient at home, but this has not been done. The aim is to determine the effect of education-based family empowerment in the early detection of Diabetic Foot Ulcers using the Ipswich Touch Test on knowledge and skills at the Mataram City Health Center. The design used a pre-experimental design with a pre-post one-group test. The sample was 45 respondents given family empowerment interventions through coaching in educational programs four times a week for two weeks. The results of family knowledge before being given the intervention were mostly lacking, as many as 36 people (86.7%), while after being given the intervention, all respondents got good knowledge, as many as 45 people (100% and p-value = 0.000 < = 0.005 coaching with p = 0.000 and skills All of the skill families before being given the intervention had poor skills as many as 45 people (100%) and after being given the intervention all respondents got good skills as many as 45 people (100%) p = 0.000 < = 0.005. So it can be concluded that education-based family empowerment in early detection of diabetic foot ulcers using the Ipswich touch test on knowledge and skills.
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