Vol. 2 No. 3 (2025): December 2025
Articles

The Impact of MDT‑Based Collaborative Nursing Education on Emotional Well‑Being and Quality of Life in IBD Patients: A Randomized Controlled Trial

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  • Xixi Li,
  • Xiquan Wang,
  • Linlin Chen,
  • Tong Zhou,
  • Lin He,
  • Lin Tan,
  • Qin Yuan
Xixi Li
Suining Central Hospital, Suining, China
Xiquan Wang
Suining Central Hospital, Suining, China
Linlin Chen
Suining Central Hospital, Suining, China
Tong Zhou
Suining Central Hospital, Suining, China
Lin He
Suining Central Hospital, Suining, China
Lin Tan
Suining Central Hospital, Suining, China
Qin Yuan
Suining Central Hospital, Suining, China
DOI: https://doi.org/10.70848/cnj.v2i3.62

Published 2025-12-31

Keywords

  • Inflammatory Bowel Disease,
  • Health Education,
  • Self‑Care Ability,
  • Anxiety and Depression,
  • Health-Related Quality of Life

How to Cite

Li, X., Wang, X., Chen, L., Zhou, T., He, L., Tan, L., & Yuan, Q. (2025). The Impact of MDT‑Based Collaborative Nursing Education on Emotional Well‑Being and Quality of Life in IBD Patients: A Randomized Controlled Trial. Celebes Nursing Journal, 2(3), 162–170. https://doi.org/10.70848/cnj.v2i3.62

Abstract

Introduction: Traditional discharge education for inflammatory bowel disease (IBD) patients tends to be brief and one-way, often leaving gaps in knowledge, self-care, and emotional support. The LEARNS model, a structured and interactive health education programme, may be more effective in addressing these needs and improving patient outcomes. Objective: To assess the impact of a LEARNS-based nursing education program on anxiety, depression, self-care ability, disease knowledge, and health-related quality of life in patients with inflammatory bowel disease. Methods: In a randomized controlled trial conducted at a tertiary hospital in 2024, 120 adult IBD inpatients were randomly assigned to either 12 weeks of LEARNS-based education combined with standard care (n = 60) or to standard care alone (n = 60). We assessed anxiety (Zung Anxiety Scale), depression (Zung Depression Scale), self-care ability (ESCA), disease knowledge (CCKNOW), and quality of life (IBDQ) at baseline and after 12 weeks of intervention. Results: After 12 weeks, the LEARNS group showed significantly lower anxiety (27.2 ± 5.0 vs. 32.0 ± 6.2, p < 0.001) and depression (31.7 ± 7.6 vs. 36.8 ± 9.6, p = 0.012) scores. Additionally, the LEARNS group had significantly higher self-care scores (130.2 ± 17.3 vs. 117.8 ± 13.6, p < 0.001) and knowledge scores (15.6 ± 3.0 vs. 12.9 ± 2.6, p < 0.001). However, there were no significant differences between the two groups in quality-of-life scores (IBDQ) (p = 0.83). Conclusion: The LEARNS health education model significantly improved anxiety, depression, self-care, and disease knowledge in IBD patients over 12 weeks. However, there was no significant improvement in quality of life, which highlights the need for further studies with longer follow-up to explore the long-term effects of the intervention. Integrating this patient-centered education approach into routine clinical practice can provide enhanced support for patients, but future multicenter studies with extended follow-up are necessary to confirm the lasting impact on quality of life.

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