Effects of an educational intervention on heart failure knowledge, self-care behaviors, and health-related quality of life of patients with heart failure: Exploring the role of depression.

Hwang, B; Pelter, MM; Moser, DK; Dracup, K

Effects of an educational intervention on heart failure knowledge, self-care behaviors, and health-related quality of life of patients with heart failure: Exploring the role of depression.

Hwang, B Pelter, MM Moser, DK Dracup, K

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Publisher:: Elsevier BV
Publication Type:: Journal Article
Citation:: Patient education and counseling, 2020, 103, (6), pp. 1201-1208
Issue Date:: 2020-06

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Field	Value	Language
dc.contributor.author	Hwang, B
dc.contributor.author	Pelter, MM
dc.contributor.author	Moser, DK
dc.contributor.author	Dracup, K
dc.date.accessioned	2020-08-17T01:56:35Z
dc.date.available	2020-01-13
dc.date.available	2020-08-17T01:56:35Z
dc.date.issued	2020-06
dc.identifier.citation	Patient education and counseling, 2020, 103, (6), pp. 1201-1208
dc.identifier.issn	0738-3991
dc.identifier.issn	1873-5134
dc.identifier.uri	http://hdl.handle.net/10453/142136
dc.description.abstract	OBJECTIVES:To test effects of an educational intervention on patient-reported outcomes among rural heart failure (HF) patients and to examine whether effects differed between patients with and without depression. METHODS:Patients (N = 614) were randomized to usual care (UC) or 1 of 2 intervention groups. Both intervention groups received face-to-face education, followed by either 2 phone calls (LITE) or biweekly calls until they demonstrated content competency (PLUS). Follow-up lasted 24 months. Statistical analyses included linear mixed models and subgroup analyses by depression status. RESULTS:Both intervention groups showed improvement in HF knowledge at 3 months (LITE-UC, p = 0.003; PLUS-UC, p < 0.001). Improvement lasted 24 months only in the PLUS group. Compared to UC, both intervention groups exhibited better self-care at 3 months (LITE-UC, p < 0.001; PLUS-UC, p < 0.001) and 12 months (LITE-UC, p = 0.001; PLUS-UC, p = 0.002). There were no differences in health-related quality of life (HRQOL) among groups. In subgroup analyses, similar effects were found among non-depressed, but not among depressed patients. CONCLUSION:The educational intervention improved HF knowledge and self-care, but not HRQOL. No intervention effects were observed in patients with depressive symptoms. PRACTICE IMPLICATIONS:The simple educational intervention is promising to improve HF knowledge and self-care. Additional strategies are needed for depressed patients.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Elsevier BV
dc.relation.ispartof	Patient education and counseling
dc.relation.isbasedon	10.1016/j.pec.2020.01.007
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	11 Medical and Health Sciences, 17 Psychology and Cognitive Sciences
dc.subject.classification	Public Health
dc.title	Effects of an educational intervention on heart failure knowledge, self-care behaviors, and health-related quality of life of patients with heart failure: Exploring the role of depression.
dc.type	Journal Article
utslib.citation.volume	103
utslib.location.activity	Ireland
utslib.for	11 Medical and Health Sciences
utslib.for	17 Psychology and Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2020-08-17T01:56:24Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	103
utslib.citation.issue	6

Abstract:

OBJECTIVES:To test effects of an educational intervention on patient-reported outcomes among rural heart failure (HF) patients and to examine whether effects differed between patients with and without depression. METHODS:Patients (N = 614) were randomized to usual care (UC) or 1 of 2 intervention groups. Both intervention groups received face-to-face education, followed by either 2 phone calls (LITE) or biweekly calls until they demonstrated content competency (PLUS). Follow-up lasted 24 months. Statistical analyses included linear mixed models and subgroup analyses by depression status. RESULTS:Both intervention groups showed improvement in HF knowledge at 3 months (LITE-UC, p = 0.003; PLUS-UC, p < 0.001). Improvement lasted 24 months only in the PLUS group. Compared to UC, both intervention groups exhibited better self-care at 3 months (LITE-UC, p < 0.001; PLUS-UC, p < 0.001) and 12 months (LITE-UC, p = 0.001; PLUS-UC, p = 0.002). There were no differences in health-related quality of life (HRQOL) among groups. In subgroup analyses, similar effects were found among non-depressed, but not among depressed patients. CONCLUSION:The educational intervention improved HF knowledge and self-care, but not HRQOL. No intervention effects were observed in patients with depressive symptoms. PRACTICE IMPLICATIONS:The simple educational intervention is promising to improve HF knowledge and self-care. Additional strategies are needed for depressed patients.

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http://hdl.handle.net/10453/142136