目的：探讨赋能教育模式在干眼患者健康教育中的应用价值。方法：选取2017年6月至12月期间首诊于南方医科大学珠江医院眼科的干眼患者，按照完全随机分配法分为试验组(n=73)及对照组(n=73)，试验组采用赋能教育模式，对照组采用传统健康教育方式。经治疗1周、1个月、2个月及6个月后，分别随访并记录每组患者的眼表疾病指数(ocular surface disease index，OSDI)、泪膜破裂时间值(tear film break up time，BUT)，同时记录患者家庭护理(清洁睑缘、热敷、睑板腺按摩)频率以及复诊频率。结果：赋能教育组家庭护理频率及复诊频率均优于传统教育组(P<0.05)。治疗前两组OSDI和BUT差异均无统计学意义(P>0.05)，但试验组OSDI随时间的推移呈下降趋势，BUT值呈上升趋势；而对照组OSDI以及BUT值的变化均不明显。结论：运用赋能教育模式有助于提高干眼患者治疗的依从性，提高患者的家庭护理频率和复诊频率，显著改善患者的眼表情况，进而提高长期治疗效果。

Objective: To evaluate the application value of empowerment education mode in health education for patients with dry eye syndrome. Methods: Patients with dry eye syndrome were recruited from Department of Ophthalmology, Zhujiang Hospital, Southern Medical University from June 2017 to December 2017. All patients were randomly divided into the experimental group (n=73), educated with empowerment education mode, and control group (n=73), treated with traditional health education. Patients were followed up after 1 week, 1 month,2 months and 6 months, respectively. Data were collected in each follow-up visit including ocular surface disease index (OSDI), tear film break up time (BUT), the frequency of home care (cleaning eyelid margin, hot compress,palpebral gland massage) and re-visit frequency. Results: The OSDI and BUT were similar between two groups before corresponding treatment (P>0.05). After the treatment, patients in the experimental group showed a downtrend in the OSDI and uptrend in the BUT. No significant changes were found in the control group during the follow-up. The frequency of family nursing and re-visit in the experimental group was statistically higher than that in the control group. Conclusion: The application of empowering education mode can improve the compliance of dry eye patients, improve the frequency of home care and follow-up visit, and mitigate the ocular surface of patients, thereby enhancing the long-term efficacy.

世界卫生组织及我国“健康中国”战略都将视觉健康管理提升到前所未有的高度，多方位、全周期保障民众视觉健康，增强人们视觉保健的意识是我国实现健康中国的战略重点。而人才培养是行业发展的命脉与基石，因此眼视光人才教育的探索与建设又是重中之重。本文以天津医科大学眼视光专业为例，就当今社会视觉健康管理的背景下，如何切实有效地开展眼视光教育、培养与时俱进的眼视光专业人才进行探讨。

The World Health Organization and Chinese “Healthy China” strategy have elevated visual health management to an unprecedented height. Ensuring people’s visual health multi-directionally in whole period and enhancing people's awareness on visual health care are the strategic focus for us to achieve a healthy China. Talent training is the lifeblood and cornerstone for industrial development, so exploration and construction in optometry talent education is a priority. Taking the optometry department of Tianjin Medical University as an example, this paper discusses how to effectively carry out optometry education and train optometry professionals who keep up with the times under the background of visual health management in today’s society.

目的：构建、实施并评价眼科日间手术健康教育模式的有效性。方法：依托信息化手段和Teach-back法，构建眼科日间手术健康教育模式。选取2020年1月至2021年5月中山大学中山眼科中心日间手术患者177例为研究对象，采用历史对照研究法，对照组97例，观察组80例。对照组予常规健康宣教，观察组予基于信息化和Teach-back法的健康教育模式，比较2组患者健康教育知识掌握情况和围手术期护理满意度。结果：观察组健康教育知识自评得分和实际掌握程度得分均显著高于对照组(P<0.05)；2组患者体位护理知识得分和护理工作满意度得分之间的差异无统计学意义(P>0.05)。结论：构建基于信息化和Teach-back法的健康教育模式可以提高眼科日间手术患者健康教育知识掌握度，但对于患者体位护理知识掌握程度和护理工作满意度方面的影响还需要进一步研究。

Objective: To construct, implement and evaluate the effectiveness of the health education model for ophthalmic day surgery. Methods: The health education model for ophthalmic day surgery was constructed relying on information-oriented means and Teach-back method. A total of 177 patients with day surgery in Zhongshan Ophthalmic Center from January 2020 to May 2021 were selected as the research subjects and divided into a control group (n=97) and an intervention group (n=80) by historical comparative study. The intervention group was carried out with the health education model based on information-oriented means and Teach-back method, while the control group received the routine health education. The health education knowledge and perioperative nursing satisfaction were compared between the 2 groups. Results: The scores of self-evaluation and nurse evaluation for health education knowledge in the intervention group were significantly higher than those in the control group (P<0.05). There was no significant difference in body position nursing knowledge score and nursing satisfaction score between the 2 groups (P>0.05). Conclusion: The health education model based on information oriented means and Teach-back method can improve the health education knowledge level of patients with ophthalmic day care surgery. In the meanwhile, further studies will be needed to explore the effects on patients in body position nursing knowledge and nursing satisfaction.