Abstract
Background: The optimal strategy for promoting self-care for heart failure (HF) is unclear. Methods and Results: We conducted a randomized trial to determine whether a "teach to goal" (TTG) educational and behavioral support program provided incremental benefits to a brief (1 hour) educational intervention (BEI) for knowledge, self-care behaviors, and HF-related quality of life (HFQOL). The TTG program taught use of adjusted-dose diuretics and then reinforced learning goals and behaviors with 5 to 8 telephone counseling sessions over 1 month. Participants' (n = 605) mean age was 61 years; 37% had marginal or inadequate literacy; 69% had ejection fraction <0.45; and 31% had Class III or IV symptoms. The TTG group had greater improvements in general and salt knowledge (P <.001) and greater increases in self-care behaviors (from mean 4.8 to 7.6 for TTG vs. 5.2 to 6.7 for BEI; P <.001). HFQOL improved from 58.5 to 64.6 for the TTG group but did not change for the BEI group (64.7 to 63.9; P <.001 for the difference in change scores). Improvements were similar regardless of participants' literacy level. Conclusions: Telephone reinforcement of learning goals and self-care behaviors improved knowledge, health behaviors, and HF-related QOL compared to a single education session.
Original language | English (US) |
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Pages (from-to) | 789-796 |
Number of pages | 8 |
Journal | Journal of Cardiac Failure |
Volume | 17 |
Issue number | 10 |
DOIs | |
State | Published - Oct 2011 |
Keywords
- Heart failure
- counseling
- patient education
- self-care
ASJC Scopus subject areas
- Cardiology and Cardiovascular Medicine