An effectiveness study of group psychoeducation for hepatitis C patients in community clinics.
An effectiveness study of group psychoeducation for hepatitis C patients in community clinics.
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DOI：
10.1097/meg.0000000000000860
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发表时间：
2017-06
影响因子：
2.1
通讯作者：
Hong BA
中科院分区：
文献类型：
--
作者：
North CS;Pollio DE;Sims OT;Jain MK;Brown GR;Downs DL;Lisker-Melman M;Hong BA
一个成功的针对严重精神疾病的心理教育项目，家庭心理教育响应（PERF），针对丙型肝炎（HCV）进行了修改。对HCV-PERF与教学性教育的效果进行了比较研究。从三个门诊机构招募了309名成年HCV患者并随机分组（60% HCV- perf， 40%教学对照）。在六个月的时间里，每个小组每个月开会90分钟，遵循不同的结构化协议。HCV-PERF会议包括一个由成员选择的专门为小组开发的教学课程，小组解决问题和支持互动。在基线、干预后和一年后对患者进行评估。获得了人口统计学和hcv相关变量以及结构化诊断访谈数据。两组患者在重度抑郁、酒精和药物使用、生活质量、危险行为和治疗满意度方面均有显著改善，而在残疾和感知到的hcv相关问题方面则有所恶化。干预组在结果上没有差异。尽管与对照组相比，主动干预没有取得显著改善，但两种情况下可观察到的改善值得进一步探索教育和支持作为HCV行为干预的潜在重要因素的贡献。需要进一步的研究来确定教育干预的共同因素，这些因素可能有助于随着时间的推移改善结果。
A successful psychoeducation program for serious mental illness, PsychoEducation Responsive to Families (PERF), was modified for hepatitis C (HCV). An effectiveness study was conducted comparing HCV-PERF with didactic education. A sample of 309 adult HCV patients was recruited from three outpatient settings and randomized (60% HCV-PERF, 40% didactic control). Groups met for 90 minutes bimonthly for six months, following separate structured protocols. HCV-PERF sessions included a didactic curriculum developed uniquely for groups by member choice, with group problem-solving and support interactions. Patients were assessed at baseline, post intervention, and one year later. Demographic and HCV-related variables and structured diagnostic interview data were obtained. Both groups improved significantly on major depression and alcohol and drug use, quality of life, risk behaviors, and treatment satisfaction, and worsened on disability and perceived HCV-related problems. Intervention groups did not differ on outcomes. Even though the active intervention did not achieve significant improvement relative to the control condition, the observable improvements in both conditions warrants further exploration of the contributions of education and support as potentially important elements of HCV behavioral intervention. Further study is needed to identify elements common to education interventions that may be contributory to the improved outcomes over time.