Document Type : Original Article
Authors
1 Student Research Committee, Mazandaran University of Medical Science, Sari, Iran
2 Traditional and Complementary Medicine Research Center, Addiction Institute Mazandaran University of Medical Science, Sari, Iran
3 Health Sciences Research Center, Addiction Institute, Mazandaran University of Medical Science, Sari, Iran
4 Cardiovascular Research Center, Mazandaran University of Medical Sciences, Sari, Iran
Abstract
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: 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 (n = 50). The
study was conducted between May to October 2018 in Sari, northern Iran. In the teach‑back, multimedia
and blended training groups, patient‑caregiver dyads participated in 20–30‑min training sessions held
face‑to‑face, using digital video disc (DVD) and combination of teach‑back and DVD on 4 consecutive
days at the bedside of hospitalized patients in coronary care unit, respectively. Data were collected using
the European Heart Failure Self‑Care Behaviour Scale and the multidimensional scale of perceived social
support for patients. Caregivers’ level of knowledge was measured using the HF Knowledge Scale. Data
were 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 of
self‑care behavior scores in patients with HF among the three groups at different time points showed
no statistically significant differences (P > 0.05), except 1 day before discharge (P = 0.04). There
were no statistically‑significant differences between the teach‑back, multimedia and the blended
training group in terms of perceived social support at any of the four‑time points (P > 0.05). All three
training methods improved the level of knowledge of caregivers. However, the score in the blended
training groups was higher than the other groups (P < 0.001).
CONCLUSION: 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.
Keywords
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