应用PRECEDE-PROCEED模式分析医师特殊使用级抗菌药物处方行为的影响因素

    Analysis of Influencing Factors of Doctor's Prescribing Behavior of Specialized Antibacterial Drugs by PRECEDE-PROCEED Model

    • 摘要: 目的 研究医师特殊使用级抗菌药物处方行为的影响因素,为规范医师抗菌药物处方行为提供科学依据,促进抗菌药物的合理使用。方法 基于PRECEDE-PROCEED模式的核心理论PRECEDE,将影响医师特殊使用级抗菌药物处方行为的因素分为倾向因素、促成因素和强化因素;自制问卷对具有抗菌药物处方权限的医师154名进行问卷调查。结果 调查共回收153份问卷,回收率99.35%,其中有效问卷147份,问卷有效率为95.45%。3大影响因素得分:强化因素平均分最高,为3.94,其中最高分4.21,最低分2.93;倾向因素平均分3.84,其中最高分4.10,最低分3.39;促成因素平均分最低,为3.40,其中最高分4.22,最低分2.80。结论 为更加有效地规范医师的特殊使用级抗菌药物处方行为,促进特殊使用级抗菌药物的合理使用,应进一步发挥强化因素、倾向因素的积极影响,同时改善促成因素。

       

      Abstract: OBJECTIVE To explore the influence factors of doctors' prescribing behavior of specialized antibacterial drugs, to provide scientific basis for regulating doctors' prescription behavior of specialized antibacterial drugs, and to promote the rational use of antibiotics. METHODS Based on the PRECEDE which was the core theory of PRECEDE-PROCEED model, the influence factors of prescribing behaviors were divided into predisposing factors, enabling factors and reinforcing factors. The 154 doctors with antimicrobial prescription authority from a 3A hospital were recruited to participate in the self-designed questionnaire survey. RESULTS There were 153 questionnaires recovered, the recovery rate was 99.35%, the number of effective questionnaires was 147, and the effective rate was 95.45%. Among the three influencing factors, the average score of reinforcing factors was the highest, with the highest score of 4.21 and the lowest score of 2.93. The average score of predisposing factors was 3.84, with the highest score of 4.10 and the lowest score of 3.39. The average score of enabling factors was 3.40, with the highest score of 4.22 and the lowest score of 2.80. CONCLUSION In order to normalize doctors' prescription behavior, and promote the rational use of specialized antibacterial drugs, the positive influence of the reinforcing factors and predisposing factors should be further developed, while the enabling factors should be improved.

       

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