Objective:

To evaluate the short-term effects of a structured educational program on cognitive function and coping strategies in schizophrenia patients with delusions over a four-week period.

Key Findings:

• The observation group showed a higher SCSQ score for positive coping and a lower score for negative coping compared to the control group (P < 0.05), with 47 patients completing the training.
• Total C-CDRS scores and DACOBS scores were significantly better in the observation group (P < 0.05).
• Neurophysiological indicators showed shortened latencies of N1, N2, and P3, and increased amplitudes of N1 and P3 in the observation group (P < 0.05).

Interpretation:

Scenario-based education can improve coping strategies and reduce delusional symptoms in the short term, with associated changes in neurophysiological indicators, suggesting implications for future research.

Limitations:

• The study lacks a control group with matched characteristics, which may affect the validity of the findings.
• There is no long-term follow-up to assess sustained effects, limiting the conclusions.
• The relationship between neurophysiological changes and clinical cognitive function improvements remains unclear.

Conclusion:

The findings suggest that scenario-based education may have beneficial effects on coping strategies and cognitive distortions in schizophrenia patients with delusions, highlighting the need for further studies to validate these findings.