. Maryam Karami Salaheddin Kola; . Hedayat Jafari; . Jamshid Yazdani Charati; . Vida Shafipour
Volume 11, Issue 6 , July 2021, , Pages 1-9
Abstract
BACKGROUND: The knowledge level of caregivers and their support for patients can affect theself‑care of patients with heart failure (HF). The present study was conducted to compare ...
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BACKGROUND: The knowledge level of caregivers and their support for patients can affect theself‑care of patients with heart failure (HF). The present study was conducted to compare the effectsof teach‑back, multimedia, and blended training methods on self‑care and social support in patientswith HF and on knowledge in their caregivers.MATERIALS AND METHODS: In a randomized clinical trial, a total of 150 HF patient‑caregiver dyadswere randomly allocated into three equally sized training groups, using a simple number table (n = 50). Thestudy was conducted between May to October 2018 in Sari, northern Iran. In the teach‑back, multimediaand blended training groups, patient‑caregiver dyads participated in 20–30‑min training sessions heldface‑to‑face, using digital video disc (DVD) and combination of teach‑back and DVD on 4 consecutivedays at the bedside of hospitalized patients in coronary care unit, respectively. Data were collected usingthe European Heart Failure Self‑Care Behaviour Scale and the multidimensional scale of perceived socialsupport for patients. Caregivers’ level of knowledge was measured using the HF Knowledge Scale. Datawere measured on the first day of hospitalization, 1 day before discharge and 4 and 8 weeks after patients’discharge. Data were analyzed using SPSS version 18 (SPSS Inc., Chicago, IL, USA).RESULTS: All three educational methods improved self‑care behaviors in patients. The comparison ofself‑care behavior scores in patients with HF among the three groups at different time points showedno statistically significant differences (P > 0.05), except 1 day before discharge (P = 0.04). Therewere no statistically‑significant differences between the teach‑back, multimedia and the blendedtraining group in terms of perceived social support at any of the four‑time points (P > 0.05). All threetraining methods improved the level of knowledge of caregivers. However, the score in the blendedtraining groups was higher than the other groups (P < 0.001).CONCLUSION: According to the results of the present study, it seems that all three educationalinterventions can improve self‑care behaviors in HF patients and increase knowledge in theircaregivers. However, using the blended training method was associated with better outcomes.