Study on the Effect of Web-Based Real-Time Interactive Intervention Teaching Model on Self-Efficacy of Gestational Diabetes Mellitus Patients
- 1 Department of Obstetrics, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
- 2 Department of Obstetrics, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
- 3 Department of Obstetrics, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
- 4 Department of Obstetrics, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
- 5 Department of Obstetrics, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
- 6 Department of Obstetrics, The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
Abstract
Object: To explore the effect of web-based real-time interactive intervention teaching model on self-efficacy of Gestational Diabetes Mellitus (GDM) patients. Method: Based on the hospital’s antenatal check-up archives from June 2018 to January 2019, patients diagnosed with GDM in the second trimester were randomly divided into the control group (100 cases) and the experimental group (121 cases). Patients in the control group received routine care following the diabetes mellitus one-day outpatient guidance, while patients in the experimental group received social media real-time interactive teaching intervention based on routine care, and accepted a nursing intervention scheme based on knowledge-attitude-practice mode. The knowledge of GDM, self-efficacy and self-management behavior indicators were compared between the two groups. Results: After the intervention, the self-efficacy scores, the blood glucose monitoring times and the blood glucose compliance rates of the experimental group were significantly higher than those of the control group ( P < 0.05). The post-intervention GDM knowledge scores of the experimental group were higher than those of the control group, and the difference was not statistically significant ( P = 0.072). Conclusion: Web-based real-time interactive intervention teaching model can effectively improve the self-efficacy of GDM patients and promote the formation of healthy behaviors.
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