Showing 2 results for Individual Education
Leili Borimnejad, Sedighe Asemi, Niloufar Samiei, Hamid Haghani,
Volume 12, Issue 1 (4-2012)
Abstract
Introduction: Oral anticoagulant therapies are intended for prevention of thrombotic adverse effects and to maintain the level of drug without bleeding. The probability of risk highly depends on the patient compliance after discharge from hospital. This study was designed to compare the effect of group and individual education on patients’ compliance and incidence of adverse effects of warfarin after cardiac valve replacement surgery.
Methods: In this quasi experimental study, 76 inpatients older than 18 years, undergone valve replacement surgery in cardiovascular ward of Shaheed Rajaei Heart Center who met the inclusion criteria were selected randomly. After informed consent, they were randomly allocated to intervention or control groups. The patients in control group received individual education (the regular method) and intervention group was instructed in groups for three sessions each having one week interval. Up to six months, the results of the lab tests (PT, PTT, INR), the number of carried out lab tests, time interval between tests, and the incidence of complications were recorded, and finally compared statistically between the groups.
Results: Comparing the compliance to therapy for two groups after six months, a significant difference was noticed (p=0.03). As 88.2% of intervention group vs. 61.2% in control groups had carried out their lab tests completely (p=0.02). Result of lab tests reported abnormal PT and INR in only 2 cases (5.9%) among patients of intervention group while 59.1% of patients in control group had the experience of once or more abnormal results (P=0.00). Three cases of deaths, two cases of hospitalization, and two cases of blood transfusions were reported in control group while none of the above was observed in the intervention group.
Conclusion: Group education leads to the improvement of adherence to therapy which results in reduction of mortality among warfarin consumers after valve replacement surgery. Therefore it is highly recommended to nursing administrators to establish education units in hospital and conduct group education sessions for patients to reduce their problems. Simultaneously this leads to the reduction of hospital charges as well as financial and emotional loads on patients.
Reza Borzou, Zahra Bayat, Mohsen Salvati, Ali Reza Soltanian, Shahram Homayounfar,
Volume 14, Issue 9 (12-2014)
Abstract
Introduction: Heart failure is one of the most common chronic diseases associated with reduced quality of life. Given the positive role of education in improving quality of life, finding a suitable educational method to improve the quality of life of these patients is important. This study aimed to compare two methods of individual and peer education on quality of life in patients with heart failure.
Methods: This quasi-experimental study was performed on 64 patients with heart failure in Ekbatan Hospital in 2013. The participants were randomly assigned to individual educational and peer educational groups (each, n = 32). After preparing the peer group, 4 peer-to-peer educational sessions were held during a month. Individual education was conducted by the researcher for 15 to 20 minutes. The data collection tool was the translation of Ferrans and Powers’ quality of life questionnaire. The questionnaire was completed by both groups before, immediately after, and one month after the intervention. Data were analyzed using descriptive and inferential statistical tests (independent t-test, Mann-Whitney, chi-square test).
Results: There was no significant difference between mean scores of quality of life before the intervention in both peer and individual groups (p=0.12). The mean scores of quality of life, immediately after the intervention, were 142.1±10.1 and 147±10.9 (out of 200), in the peer and individual groups respectively showing a significant difference (p=0.039, t=2.10). Results of one month after the intervention were 170.6±7.6 and 132.8±10.8 in the peer and individual groups respectively which also showed a significant difference (p=0.0001, t=16.11).
Conclusion: The results showed that both of educational methods lead to the promotion of quality of life. However the impact of peer educational method is stronger in the long term.
