Key result
Nurse-led psychoeducational interventions improve self-care and disease knowledge in adults with heart failure.
Why the study?
Psychoeducational interventions and information needs for self-care among adults with heart failure across the care continuum were not comprehensively mapped using self-care as a conceptual lens.
Do psychoeducational interventions improve self-care, knowledge, self-efficacy, readmission, and quality of life in adults with heart failure?
Do psychoeducational interventions improve self-care, knowledge, self-efficacy, readmission, and quality of life in adults with heart failure?
Psychoeducational interventions for heart failure are typically nurse-led and multimodal, initiating around hospitalization and transition to home, and are associated with improvements in patient self-care, knowledge, and self-efficacy.
Maps psychoeducational needs for HF self-care; leaves open which interventions improve outcomes in practice.
Introduction Heart failure is a chronic condition with increasing global prevalence and substantial impacts on patients, families, and health systems. Self-care is central to heart failure management. The purpose of this scoping review was to map reported psychoeducational interventions and information needs for self-care among adults with heart failure across the care continuum, using self-care as a conceptual lens. Methods A scoping review was conducted using ( Arksey & O’Malley, 2005 )’s framework and reported in accordance with PRISMA-ScR. Seven databases were searched on 15 September 2025: PubMed, Scopus, Web of Science, CINAHL, Embase, MEDLINE, and PsycInfo. Eligible studies included English-language intervention and non-intervention studies published between 2015 and 2025 that addressed psychoeducational interventions, information needs, literacy-related needs, or self-care support among adults with heart failure. Two reviewers independently screened studies, extracted data, and synthesized findings descriptively. Results From 6,392 records, 28 studies were included after duplicate removal, title and abstract screening, and full-text assessment. The most frequently reported intervention characteristics were nurse-led structured programs and multimodal delivery approaches. Telehealth or mHealth support, printed or audiovisual materials, teach-back, group-based education, coaching, motivational interviewing, and palliative or prognostic modules were also reported. Psychoeducational interventions were most frequently initiated during hospitalization, before discharge, or at discharge, with several studies continuing support through hospital-to-home booster contacts. Across studies, improvements were commonly reported in self-care, knowledge, and self-efficacy, whereas findings for readmission and quality of life were mixed. Conclusion The literature most commonly reports psychoeducation for adults with heart failure as structured, nurse-led, and multimodal, combining teach-back, printed or audiovisual materials, telehealth or mHealth support, and scheduled booster contacts. Reported initiation points cluster around hospitalization, pre-discharge preparation, and early post-discharge transition. These findings provide a descriptive map to inform future nursing-led, literacy-sensitive, family-inclusive, and transition-focused psychoeducational interventions.
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Kristinawati et al. (2026) conducted a review in Heart failure (n=28). Psychoeducational interventions was evaluated on Reported psychoeducational interventions, information needs, and self-care improvements.
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