Key result
Education based on self-efficacy strategies significantly improved self-care behavior scores (48.66 vs 23.80) and self-efficacy scores in heart failure patients at 3 months compared to usual care.
Why the study?
Self-efficacy significantly affects heart failure patients' recovery and quality of life, motivating an investigation into the effects of self-efficacy education on self-care behaviors.
Does education based on self-efficacy strategies improve self-care behaviors and self-efficacy in heart failure patients?
Does education based on self-efficacy strategies improve self-care behaviors and self-efficacy in heart failure patients?
Absolute Event Rate: 48.66% vs 23.8%
p-value: p=<0.001
Educational interventions based on self-efficacy strategies significantly improve self-care behaviors and self-efficacy in patients with heart failure.
Self-efficacy education may improve HF self-care behaviors; hypothesis-generating and requires randomized confirmation before practice change.
Background: Self-efficacy in self-care behaviors is an effective framework for measuring patients’ degree of ability to perform selfcare behaviors that significantly affect their recovery process and quality of life. This study was designed to investigate the effects of education based on self-efficacy strategies on self-care behaviors in heart failure patients. Methods: A semi-experimental study was conducted on 80 heart failure patients divided into 2 equal groups of test and control. The intervention group received three 60-minute practical and theoretical training sessions based on self-care and self-efficacy strategies, while the control group received the usual care services. Self-care behaviors and self-efficacy were evaluated before training, shortly after training, and 3 months after the training program using the Sullivan self-efficacy questionnaire for heart failure patients and the European self-care behaviors questionnaires. Results: The mean age of the patients was 55.00±8.48 and 51.61±8.51 years in the intervention and control groups, respectively. Women comprised 73.7% (n=59) of the study population. The mean score for the self-care and self-efficacy questionnaires in the experimental group was 23.50±6.58 and 18.57±6.64, correspondingly, before the intervention, which increased to 42.64±6.74 (P<0.014) and 32.29±7.06 (P<0.001), respectively, shortly after the intervention. A significant improvement also occurred at 3 months’ follow-up (P<0.001). Self-care behaviors also revealed a positive correlation with self-efficacy shortly after the intervention (r=0.82, P<0.001) and 3 months after the intervention (r=0.85, P<0.001). Conclusion: The implementation of educational interventions based on self-efficacy strategies could have positive effects on healthpromoting behaviors among heart failure patients.
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Peyman et al. (2020) studied Heart failure (n=80). Education based on self-efficacy strategies vs. Usual care services was evaluated on Self-care behaviors score at 3 months follow-up (p=<0.001). Education based on self-efficacy strategies significantly improved self-care behavior scores (48.66 vs 23.80) and self-efficacy scores in heart failure patients at 3 months compared to usual care.
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