Key result
A transition service significantly improved disease knowledge in adolescents with CHD without learning disabilities, increasing the ability to name their condition from 20% to 52.3% (P<0.0001).
Why the study?
Less than one-third of adolescents with congenital heart disease successfully transition to adult care, risking loss to follow-up and missing education on their cardiac condition.
Does a transition service improve patient education and successful transition to adult care in adolescents with congenital heart disease?
Cohort (n=592)
Does a transition service improve patient education and successful transition to adult care in adolescents with congenital heart disease?
A transition service significantly improves disease knowledge in adolescents with congenital heart disease without learning disabilities, though tailored strategies are needed for those with learning disabilities.
Answers are grounded in this paper and cite their sources.
Transition clinics may enhance education in CHD adolescents; hypothesis-generating and requires prospective validation before wider adoption.
AIMS: Less than one-third of adolescents with congenital heart disease (CHD) successfully transition to adult care, missing out on education of their cardiac condition, and risking loss to follow-up. We assessed the efficacy of our transition clinic on patient education and empowerment and identified correlates of successful transition. METHODS AND RESULTS: Overall, 592 patients were seen at least once in our transition service between 2015 and 2022 (age 15.2 ± 1.8 years, 47.5% female). Most adolescents (53%) had moderate CHD, followed by simple (27.9%) and severe (19.1%) CHD. Learning disability (LD) was present in 18.9% and physical disability (PD) in 4.7%. In patients without LD, knowledge of their cardiac condition improved significantly from the first to the second visit (naming their condition: from 20 to 52.3%, P < 0.0001; describing: 14.4-42.7%, P < 0.0001; understanding: 26.1-60.7%, P < 0.0001), and from the second to the third (naming: 67.4%, P = 0.004, describing: 61.4%, P < 0.001, understanding: 71.1%, P = 0.02;). Patients with LD did not improve their disease knowledge over time (all P > 0.05). Treatment adherence and management involvement, self-reported anxiety, and dental care awareness did not change over time. Successful transition (attendance of ≥ 2 clinics) was achieved in 49.3%. Younger age at the first visit, simpler CHD, and absence of PD were associated with successful transition. CONCLUSION: A transition service positively impacts on patient education and empowerment in most CHD adolescents transitioning to adult care. Strategies to promote a tailored support for patients with LD should be sought, and earlier engagement should be encouraged to minimize follow-up losses.
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Ricci et al. (2023) conducted a cohort in Congenital heart disease (CHD) (n=592). Transition service vs. Baseline (first visit) was evaluated on Naming their cardiac condition (first to second visit in patients without learning disability) (p=<0.0001). A transition service significantly improved disease knowledge in adolescents with CHD without learning disabilities, increasing the ability to name their condition from 20% to 52.3% (P<0.0001).
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