Analysis of the Influence of Health Education on the Quality of Life of Diabetic Patients

目的：探讨基于结构化健康教育的干预模式对糖尿病患者血糖控制、自我管理能力及生活质量的影响。方法：采用随机对照试验设计，纳入2024年1月至5月山东省某三甲医院收治的50例糖尿病患者，通过随机数字表法分为观察组(n = 25)和对照组(n = 25)。观察组在常规护理基础上实施为期3个月的结构化健康教育，包括多媒体宣教、家属协同干预、个性化运动指导及心理支持；对照组仅接受常规护理。比较两组干预前后空腹血糖(FPG)、餐后2小时血糖(2 hPG)、糖化血红蛋白(HbA1c)、健康促进生活方式量表(HPLP-II)评分及护理满意度。结果：干预后，观察组FPG (6.90 ± 1.37 vs. 8.45 ± 1.81 mmol/L)、2 hPG (9.28 ± 2.02 vs. 12.47 ± 3.06 mmol/L)、HbA1c (7.47% ± 0.94% vs. 9.34% ± 2.01%)均显著低于对照组(均P χ2 = 5.21, P = 0.016)。结论：结构化健康教育能有效改善糖尿病患者血糖控制水平，提升自我管理能力及健康行为依从性，从而显著提高患者生活质量和护理满意度。建议将健康教育纳入糖尿病标准化护理流程，并通过多学科协作推广至社区及家庭护理场景。Objective: To explore the impact of a structured health education intervention model on blood glucose control, self-management ability, and quality of life in diabetic patients. Methods: A randomized controlled trial was conducted. Fifty diabetic patients admitted to a tertiary hospital in Shandong Province from January to May 2024 were included and randomly divided into an observation group (n = 25) and a control group (n = 25) using a random number table. The observation group received a 3-month structured health education program on top of routine care, including multimedia education, family collaborative intervention, personalized exercise guidance, and psychological support. The control group only received routine care. Fasting plasma glucose (FPG), 2-hour postprandial glucose (2hPG), glycated hemoglobin (HbA1c), Health-Promoting Lifestyle Profile II (HPLP-II) scores, and nursing satisfaction were compared between the two groups before and after the intervention. Results: After the intervention, the FPG (6.90 ± 1.37 vs. 8.45 ± 1.81 mmol/L), 2 hPG (9.28 ± 2.02 vs. 12.47 ± 3.06 mmol/L), and HbA1c (7.47% ± 0.94% vs. 9.34% ± 2.01%) in the observation group were significantly lower than those in the control group (all Pχ2 = 5.21, P = 0.016). Conclusion: Structured health education can effectively improve blood glucose control, and enhance self-management ability and adherence to healthy behaviors in diabetic patients, thereby significantly improving their quality of life and nursing satisfaction. It is recommended that health education be incorporated into the standardized nursing process for diabetes and promoted through multidisciplinary collaboration in community and home care settings.