Cardiac rehabilitation: pedagogical education strategies have positive effect on long-term patient-reported outcomes.
Health Educ Res
; 38(6): 597-609, 2023 Dec 11.
Article
in En
| MEDLINE
| ID: mdl-37534750
ABSTRACT
This study examined whether patients attending cardiac rehabilitation (CR) based on the pedagogical strategy learning and coping (LC) led to improved health-related quality of life (HRQL), reduced symptoms of anxiety and depression and improved self-management 6 and 12 months after the completion of CR compared with patients attending CR based on the pedagogical strategy 'Empowerment, Motivation and Medical Adherence' (EMMA). A pragmatic cluster-controlled trial of two pedagogical strategies, LC and EMMA, including 10 primary health care settings and 555 patients diagnosed with ischaemic heart disease and referred to CR between August 2018 and July 2019 was conducted. In total, 312 patients replied to the questionnaires collected at baseline, 12 weeks, 6 months and 12 months after completing CR. Linear regression analyses adjusted for potential confounder variables and cluster effects were performed. We found clinically relevant and statistically significant improvements in HRQL, anxiety, depression and self-management after completing CR. The improvements were sustained at 6 and 12 months after the completion of CR. We found no differences between the two evidence-based patient education strategies. In conclusion, this study supports the use of evidence-based patient education strategies, but there is no evidence to suggest that one pedagogical strategy is superior to the other.
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Cardiac Rehabilitation
Aspects:
Patient_preference
Limits:
Humans
Language:
En
Journal:
Health Educ Res
Journal subject:
EDUCACAO
Year:
2023
Document type:
Article
Affiliation country: