The Effect of Educational Programs on Self-Care Behaviors Among Patients with Heart Failure: An Integrative Literature Review

Introduction The increased prevalence of patients with heart failure urges the need to examine the current evidence on educational interventions conducted to foster self-care behaviors, thus, guiding best practices and identifying existing gaps in advance patient- centered care. This integrative review, guided by the Middle-Range Theory of Self-Care, aimed to synthesize the current evidence regarding the impact of educational programs on self-care behaviors among patients with heart failure. Methods An integrative review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology. Seven electronic databases (PubMed, CINAHL, Scopus, Web of Science, PsycINFO, EMBASE, and the Cochrane Library) were searched for studies published between 2009 and 2025. Eligibility criteria were applied using the Population, Concept, Context framework. Data extraction, quality appraisal utilizing JBI critical appraisal tools, and thematic synthesis were executed systematically. Results Thirty-four studies that met specific criteria were included in the final analysis. The studies found that educational programs demonstrated a positive influence on self-care behaviors and quality of life among patients with heart failure, leading to reductions in hospital admissions and mortality rates. Nurse-led and technology-assisted interventions, such as telenursing and mobile-based education, further enhanced patient engagement in self-care practices. Conclusion Structured educational programs are crucial for improving self-care behaviors in patients with heart failure and need to be integrated into the routine clinical practice. Future research that investigates the long-term effects of these interventions on patient outcomes is recommended.