認知教育對腦中風患者身體功能及疾病知識影響之縱貫性研究

The Effects of Cognitive Intervention on the Physical Function and Stroke Knowledge of Stroke Patients: A Longitudinal Study

本研究以前實驗性方法，對腦中風病人實施認知教育措施，評估認知教育前後其日常生活功能、肢體功能狀態及對疾病的知識之變化，以了解認知教育對中風比人之影響。研究工具採結構式問卷及評估量表，以便利取樣方式收集某醫學中心神經內科醫師診斷為腦中風之比人145位，在認知教育前、病人出院前、出院後一個月、六個月內和一年後，分五期重複評估，統計方法採用多變量和單變量重複量數設計進行分析，其結果如下：(1)認知教育後，比人日常生活能力、肢體功能狀態均有顯著進步且持續的現象。(2)對疾病的知識的認知程度在認知教育後有顯著地進步，出院後一與出院前比較雖有退步，但與認知教育前比較，仍有顯著進步。

The purpose of this study was to investigate the performance on physical function (including activities of daily living、limbs function state) and stroke knowledge of stroke patients before and after an intervention of cognitive education. Structural questionnaires were used to evaluate 145 stoke patients' physical function and stroke knowledge before and after cognitive intervention within the first month, the sixth month and one year after discharge. The data were analyzed using multivariate and univariate repeated measures. The results were as follows: (1) Barthel Index，PADL，IADL and limbs function state were improved steadily at different time periods. (2) Knowledge about stroke was improved significantly after cognitive education intervention, but declined after discharge. However, knowledge scores obtained after one year of discharge were still better than those obtained before cognitive education intervention.