ABSTRACT
Objective@#To explore the effect of guided half day education in rehabilitation of children with cerebral palsy.@*Methods@#100 children with cerebral palsy were selected and randomly divided into experimental group and control group according to the length of hospitalization, 50 cases in each group. The control group was given routine rehabilitation treatment and nursing, while the experimental group was given half-day education based on routine rehabilitation treatment and nursing. The changes of gross motor function (GMFM) and daily living activity (ADL) were observed and compared between the two groups before and 6 months after intervention.@*Results@#The GMFM scores of the experimental group before and after intervention were (41.85 ±4.26), (66.85 ±4.73) respectively, and those of the control group were (42.59±3.24), (56.59 ±3.63). There was no significant difference between the two groups (Z=1.33,12.17, P<0.05). The ADL scores of the experimental group before and after intervention were (40.43±9.78), (63.21±12.34), respectively. There were significant differences between the two groups (Z=0.51, 4.42, P < 0.05). After intervention, the scores of five single A, B, C, D and E areas of GMFM in the experimental group were (94.8 ± 18.2), (76.3 ± 16.5), (36.4±16.7), (30.4±14.5), (19.4 ± 15.2), respectively. The control group was (85.1±14.7), (58.5±13.6), (26.1±13.4), (18.3±12.3), (12.7±10.7). There were significant differences between the two groups (Z=2.55-5.89, P<0.05).@*Conclusion@#Guided half-day process teaching combined with routine rehabilitation treatment and nursing can improve the gross motor and self-care ability of children with cerebral palsy, and its effect is better than that of simple medical rehabilitation..
ABSTRACT
Objective To explore the effect of guided half day education in rehabilitation of children with cerebral palsy. Methods 100 children with cerebral palsy were selected and randomly divided into experimental group and control group according to the length of hospitalization, 50 cases in each group. The control group was given routine rehabilitation treatment and nursing, while the experimental group was given half-day education based on routine rehabilitation treatment and nursing. The changes of gross motor function (GMFM) and daily living activity (ADL) were observed and compared between the two groups before and 6 months after intervention. Results The GMFM scores of the experimental group before and after intervention were (41.85 ±4.26), (66.85 ±4.73) respectively, and those of the control group were (42.59±3.24), (56.59 ±3.63). There was no significant difference between the two groups (Z=1.33,12.17, P<0.05). The ADL scores of the experimental group before and after intervention were (40.43 ± 9.78), (63.21 ± 12.34), respectively. There were significant differences between the two groups (Z=0.51, 4.42, P<0.05). After intervention, the scores of five single A, B, C, D and E areas of GMFM in the experimental group were (94.8 ± 18.2), (76.3 ± 16.5), (36.4 ± 16.7), (30.4 ± 14.5), (19.4 ± 15.2), respectively. The control group was (85.1±14.7), (58.5±13.6), (26.1±13.4), (18.3±12.3), (12.7±10.7). There were significant differences between the two groups (Z=2.55-5.89, P<0.05). Conclusion Guided half-day process teaching combined with routine rehabilitation treatment and nursing can improve the gross motor and self-care ability of children with cerebral palsy, and its effect is better than that of simple medical rehabilitation..