疾病预防与控制杂志

摘要：目的 调查和分析医养结合康养中心健康教育标准的实施现状。方法 运用目的抽样法，在东北、华 北、华东、华中、华南、西南和西北 7 个地理分区，每个分区内选择 2 家医养机构或养老机构的管理人员、医务人员、护理员和医养结合机构及养老机构内外老年人各 2 人为调查对象，采用现象学研究方法中的半结构化访谈法对其进行访谈，并对部分访谈结果进行统计学分析。结果 结果显示，管理人员认为健康教育内容基本符合老年人需求（P＜0.05），但在实施健康教育标准化中有困难（P＜0.05），医养结合康养中心健康教育需要进一 步标准化（P＜0.05），且需要健康教育方面的资源支持（P＜0.05）。医务人员认为健康教育内容符合老年人需求（P＜0.05），在实施健康教育标准化中并不存在困难（P＞0.05），医养结合康养中心健康教育需要进一步标准化 （P＜0.05），且仍需要健康教育方面的资源支持（P＜0.05）。护理人员认为通过日常护理和小组活动实施健康教 育，内容有限。健康教育标准化提高工作标准，也增加负担。并建议增加互动性和趣味性，提高老年人参与度。老年人认为健康教育活动有一定帮助，但效果有限。建议增加活动频率和针对性，提供个性化服务。结论 医养结合康养中心健康教育标准化是提高医养结合康养中心健康教育质量的重要途径，但需要医养结合康养中心积极探索标准化路径，才能为老年人提供优质的健康教育服务。

Abstract: Objective To investigate and analyze the current implementation status of health education standards in integrated medical and elderly care centers. Methods The purposive sampling method was used to select 2 managers, medical staff, nursing staff, and 2 elderly people from medical and elderly care institutions or integrated medical and elderly care centers, as well as 2 elderly people inside and outside the elderly care institutions, in 7 geographical regions including Northeast, North, East, Central, South, Southwest, and Northwest. The semi-structured interview method in phenomenological research was used to interview them, and a statistical analysis was conducted on some of the interview results. Results The results showed that the managers believed that the health education content basically met the needs of the elderly (P＜0.05), but they encountered difficulties in implementing the standardized health education program (P＜0.05). The health education in the integrated medical and elderly care center needs to be further standardized (P＜0.05), and resources for health education are also needed (P＜0.05). The medical staff believed that the health education content met the needs of the elderly (P＜0.05), and there were no difficulties in implementing the standardization of health education (P＞0.05). The health education in the integrated medical and elderly care center still needed further standardization (P＜0.05), and still required resource support in the field of health education (P＜0.05). Nursing staff believe that implementing health education through daily care and group activities has limited content. Standardization of health education improves work standards but also increases the burden. And it is suggested to increase interactivity and fun to enhance the participation of the elderly. Elderly people believe that health education activities have some help, but the effect is limited. Suggest increasing the frequency and targeting of activities, and providing personalized services. Conclusion Standardization of health education in integrated medical and elderly care centers is an important way to improve the quality of health education. However, it is necessary for integrated medical and elderly care centers to actively explore standardization paths in order to provide high-quality health education services for the elderly.