Details

Autor(en) / Beteiligte

• Baker, David W., MD, MPH
• DeWalt, Darren A., MD
• Schillinger, Dean, MD
• Hawk, Victoria
• Ruo, Bernice, MD
• Bibbins-Domingo, Kirsten, MD
• Weinberger, Morris, PhD
• Macabasco-O'Connell, Aurelia, RN, PhD
• Grady, Kathy L., RN, PhD
• Holmes, George M., PhD
• Erman, Brian, MSPharm
• Broucksou, Kimberly A., MSW, MPA
• Pignone, Michael, MD

Titel

The Effect of Progressive, Reinforcing Telephone Education and Counseling Versus Brief Educational Intervention on Knowledge, Self-Care Behaviors and Heart Failure Symptoms

Ist Teil von

• Journal of cardiac failure, 2011-10, Vol.17 (10), p.789-796

Ort / Verlag

United States: Elsevier Inc

Erscheinungsjahr

2011

Quelle

MEDLINE

Beschreibungen/Notizen

• Abstract Background The optimal strategy for promoting self-care for heart failure (HF) is unclear. Methods and Results We conducted a randomized trial to determine whether a “teach to goal” (TTG) educational and behavioral support program provided incremental benefits to a brief (1 hour) educational intervention (BEI) for knowledge, self-care behaviors, and HF-related quality of life (HFQOL). The TTG program taught use of adjusted-dose diuretics and then reinforced learning goals and behaviors with 5 to 8 telephone counseling sessions over 1 month. Participants' (n = 605) mean age was 61 years; 37% had marginal or inadequate literacy; 69% had ejection fraction <0.45; and 31% had Class III or IV symptoms. The TTG group had greater improvements in general and salt knowledge ( P < .001) and greater increases in self-care behaviors (from mean 4.8 to 7.6 for TTG vs. 5.2 to 6.7 for BEI; P < .001). HFQOL improved from 58.5 to 64.6 for the TTG group but did not change for the BEI group (64.7 to 63.9; P < .001 for the difference in change scores). Improvements were similar regardless of participants' literacy level. Conclusions Telephone reinforcement of learning goals and self-care behaviors improved knowledge, health behaviors, and HF-related QOL compared to a single education session.