Cardiovascular diseases remain among the leading causes of mortality and disability worldwide. Cardiac rehabilitation programs, which include education, psychosocial counseling, and structured physical activities, can contribute to the improvement of self-care behaviors. However, participation in such programs remains low, highlighting the need for more effective educational interventions. This study aimed to compare the effects of peer group education and individual education on self-care in patients following coronary artery bypass graft (CABG) surgery. This randomized controlled trial was conducted in 60 post-cardiac surgery patients, who were randomly assigned to three groups: control, individual education, and peer group education. Data were collected using the Sullivan cardiac self-care questionnaire. The control group received routine education, while the experimental group received five face-to-face sessions conducted by a nurse. Peer group education was delivered in four subgroups by trained peer educators. Data were collected immediately after the intervention and again one month later. The Kruskal–Wallis test revealed no significant differences among the three groups before the intervention (P=0.480). However, significant differences were observed both immediately after the intervention and one month later (P<0.010). These differences were noted in both the individual and peer education groups, which showed higher self-care scores. The findings indicate that both nurse-led individual education and peer education significantly increased self-care levels in patients after CABG. However, peer education was more effective due to factors such as mutual understanding, greater empathy, shared experiences, and more effective communication, leading to increased patient motivation and adherence to care and treatment plans.
Shahidifar et al. (2025) studied this question.