目的 探究情景互动模式在眼科患者健康教育中的应用效果。方法 将2016年1月-2016年12月间收治的120例眼科 患者采用采用随机数表法分为观察组和对照组，每组60例。对照组采用常规模式行健康教育，观察组采用情景 互动模式行健康教育。比较两组健康教育知晓率和干预前后心理状态[医学应对方式问卷(MCMQ)、焦虑模拟评分 (AVAT)]。结果 ①观察组干预后健康教育知晓率优于对照组(P<0.05)；②两组回避分量表和AVAT得分均低于干预前 (P<0.05)，两组面对分量表得分均高于干预前(P<0.05)，且观察组变化幅度大于对照组(P<0.05)；两组屈服分量表 得分组间和干预前后对比差异均无统计学意义(P>0.05)。结论 应用情景互动模式行健康教育有助于改善眼科患者 干预后的认知水平，且能降低患者焦虑程度，使其以更积极的心理应对疾病状态。

Objective To explore the application effects of situational interaction model on the health education of patients in ophtalmology department. Methods 120 cases of patients in ophtalmology department from Jan. 2016 to Dec. 2016 were randomly divided into observation group (60 cases) and control group (60 cases) according to the random number table method. Control group was given health education in the normal mode, and observation group was given health education in the situational interaction model. The awareness rate of health education and the psychological states before and after intervention [medical coping mode questionnaire ( MCMQ) and anxiety visual analogue test (AVAT)] were also compared between the two groups. Results After intervention, the awareness rate of health education in observation group was better than that in control group (P<0.05). The scores of avoidance subscale and AVAT in the two groups were all significantly lower than those before intervention (P<0.05), and the scores of facing subscale in the two groups were all significantly higher than those before intervention (P<0.05), and the change ranges in observation group were greater than those in control group (P<0.05). There was no significant difference in yield subscale score between the two groups and within-groups before and after intervention (P>0.05). Conclusion Health education in situational interaction model is helpful to improve the cognitive level of ophthalmic patients, and it can reduce the anxiety degree and make patients respond more actively to disease states.