Comparing the effects of teach-back method, multimedia and blended training on self-care and social support in patients with heart failure: A randomized clinical trial.
Health education
heart failure
patient education
self-care
teach-back communication
Journal
Journal of education and health promotion
ISSN: 2277-9531
Titre abrégé: J Educ Health Promot
Pays: India
ID NLM: 101593794
Informations de publication
Date de publication:
2021
2021
Historique:
received:
21
11
2020
accepted:
10
12
2020
entrez:
6
9
2021
pubmed:
7
9
2021
medline:
7
9
2021
Statut:
epublish
Résumé
The knowledge level of caregivers and their support for patients can affect the self-care of patients with heart failure (HF). The present study was conducted to compare the effects of teach-back, multimedia, and blended training methods on self-care and social support in patients with HF and on knowledge in their caregivers. In a randomized clinical trial, a total of 150 HF patient-caregiver dyads were randomly allocated into three equally sized training groups, using a simple number table ( All three educational methods improved self-care behaviors in patients. The comparison of self-care behavior scores in patients with HF among the three groups at different time points showed no statistically significant differences ( According to the results of the present study, it seems that all three educational interventions can improve self-care behaviors in HF patients and increase knowledge in their caregivers. However, using the blended training method was associated with better outcomes.
Sections du résumé
BACKGROUND
BACKGROUND
The knowledge level of caregivers and their support for patients can affect the self-care of patients with heart failure (HF). The present study was conducted to compare the effects of teach-back, multimedia, and blended training methods on self-care and social support in patients with HF and on knowledge in their caregivers.
MATERIALS AND METHODS
METHODS
In a randomized clinical trial, a total of 150 HF patient-caregiver dyads were randomly allocated into three equally sized training groups, using a simple number table (
RESULTS
RESULTS
All three educational methods improved self-care behaviors in patients. The comparison of self-care behavior scores in patients with HF among the three groups at different time points showed no statistically significant differences (
CONCLUSION
CONCLUSIONS
According to the results of the present study, it seems that all three educational interventions can improve self-care behaviors in HF patients and increase knowledge in their caregivers. However, using the blended training method was associated with better outcomes.
Identifiants
pubmed: 34485545
doi: 10.4103/jehp.jehp_1481_20
pii: JEHP-10-248
pmc: PMC8395889
doi:
Types de publication
Journal Article
Langues
eng
Pagination
248Informations de copyright
Copyright: © 2021 Journal of Education and Health Promotion.
Déclaration de conflit d'intérêts
There are no conflicts of interest.
Références
J Cardiovasc Nurs. 2013 Mar-Apr;28(2):137-46
pubmed: 22580624
J Educ Health Promot. 2014 Nov 29;3:113
pubmed: 25540786
J Am Heart Assoc. 2015 Apr 13;4(4):
pubmed: 25870187
PLoS One. 2020 Apr 14;15(4):e0231350
pubmed: 32287296
J Adv Nurs. 2017 Apr;73(4):857-870
pubmed: 27779768
Eur J Cardiovasc Nurs. 2013 Jun;12(3):230-41
pubmed: 22707520
J Educ Health Promot. 2014 Nov 29;3:123
pubmed: 25540796
Eur J Heart Fail. 2003 Jun;5(3):363-70
pubmed: 12798836
Rev Lat Am Enfermagem. 2012 Mar-Apr;20(2):296-306
pubmed: 22699730
J Cardiovasc Nurs. 2017 Mar/Apr;32(2):180-189
pubmed: 26938506
Eur J Cardiovasc Nurs. 2005 Dec;4(4):273-7
pubmed: 16126459
Diabetes Res Clin Pract. 2010 Apr;88(1):1-6
pubmed: 20116879
Invest Educ Enferm. 2016 Apr;34(1):137-151
pubmed: 28569983
Circulation. 2017 Aug 8;136(6):e137-e161
pubmed: 28455343
Heart Fail Rev. 2020 Nov;25(6):993-1006
pubmed: 31745839
Eur J Cardiovasc Nurs. 2015 Oct;14(5):372-81
pubmed: 25125351
Epidemiol Health. 2016 May 17;38:e2016019
pubmed: 27188309
Appl Ergon. 2015 Mar;47:133-50
pubmed: 25479983
Nurs Health Sci. 2019 Dec;21(4):436-444
pubmed: 31190459
J Med Internet Res. 2016 Jan 04;18(1):e2
pubmed: 26729058
Eur J Cardiovasc Nurs. 2018 Feb;17(2):178-185
pubmed: 28832179
Eur J Public Health. 2018 Aug 1;28(4):735-739
pubmed: 29788293
J Card Fail. 2014 Oct;20(10):731-738
pubmed: 25084216
Circulation. 2019 Mar 5;139(10):e56-e528
pubmed: 30700139
Eur J Cardiovasc Nurs. 2016 Aug;15(5):317-27
pubmed: 25673525
Eur J Cardiovasc Nurs. 2015 Feb;14(1):79-89
pubmed: 24399843
J Med Internet Res. 2020 Aug 10;22(8):e16504
pubmed: 32773378
JACC Heart Fail. 2015 Jul;3(7):520-528
pubmed: 26160366
Postgrad Med J. 2018 Jun;94(1112):318-324
pubmed: 29602796
Heart Lung. 2019 Sep - Oct;48(5):386-394
pubmed: 31174893
J Cardiovasc Nurs. 2015 Jul-Aug;30(4 Suppl 1):S25-34
pubmed: 25774836
Am J Community Psychol. 2000 Jun;28(3):391-400
pubmed: 10945123
Patient Educ Couns. 2019 Oct;102(10):1822-1832
pubmed: 31101427
J Cardiovasc Nurs. 2018 May/Jun;33(3):281-288
pubmed: 28858887
J Educ Health Promot. 2016 Jun 23;5:6
pubmed: 27512698
Iran Red Crescent Med J. 2015 Jun 23;17(6):e22525
pubmed: 26328063