Abstract

Aim.The aim of this study was to determine the effect of patient teaching on self-care behaviors with media clips in patients with permanent pacemaker.

Background. One of the most common causes of death after myocardial infarction is arrhythmia. One of the methods to control the arrhythmia resistant to treatment is implantation of pacemaker. The studies that have been done on patients with electrical devices show that most of patients don’t have any information about how to take care of their device and need more education for self-care.

Method. This randomized clinical trial was conducted on 80 patients scheduled to receive permanent pacemakers at Rajaie Cardiovascular, Medical and Research Center in 2012. The patients were recruited to either control or intervention group through block randomization method. Data were collected using demographic checklist. The intervention group patients together with one of their close family members received one session of self-care education on the pre-implantation day. The session was 30 minutes long and contained the use of educational media clip. At the end of the session, the patients were given an “educational package”. Following implantation, the intervention group were contacted weekly for a one-month period. Finally, the variables were compared between the two groups via independent t-test, chi-square test, repeated variance analysis, and using SPSS version 15.

Findings. There were no statistically significant differences between the intervention and control groups (P=0.106) however, after intervention, a meaningful difference was observed in all these variables in the intervention group (P<0.0001).

Conclusion. The results of this study showed that education of self-care behaviors with media clip could have an impact on the self-care of post-pacemaker implantation patients and we recommend this method to improve patient’s knowledge and self-care behaviors and minimize the number of re-hospitalization in these patients.

Abstract

Aim.The aim of this study was to compare the effect of education through lecture and multimedia methods on knowledge, attitude, and performance of cardiac care nurses about temporary pacemaker care.

Background.Cardiac dysrhythmias are among the most common cardiovascular disorders. Temporary pacemaker insertion is a treatment or prevention method for cardiac dysrhythmia. Nurses are the main group to provide the care for patients with temporary pacemaker, so it is necessary to educate them in an effective and efficient way.

Method.This was an experimental study conducted in 2015 on 52 cardiac care nurses working in ShaheedRajaei cardiovascular center. All 52 nurses were randomly divided in 2 groups of education through lecture and multimedia. The level of nurses' knowledge, attitude and performance was evaluated before and three weeks after education and the effect of education was examined using Mann-Whitney and Wilcoxon Signed Ranks Test through SPSS version 22.

Findings.Before intervention, the median and interquartile range of knowledge levels for lecture and mul-timedia groups were 12.5 (10-14) and 11 (9-12), respectively, and after that, they increased to 17 (15- 19) and 17 (13- 19). The median and interquartile range of performance levels for lecture and multimedia groups changed from 29 (26- 30) and 30 (26- 31) to 34 (32- 35) and 34 (32- 35), respectively. The knowledge and performance levels increased in both methods. But there was no statistically significant difference between these two methods. Before intervention, the median and interquartile range of attitude levels for lecture and multimedia groups were 62.5 (60-64) and 64 (63-66) and after that, they changed to 64 (60-64) and 63 (61-64), showing that intervention has no effect on attitude level in any of these two groups.

Conclusion.There is no difference between the effectiveness of education through two methods of lecture and multimedia software on cardiac care nurses' knowledge, attitude and performance. In the other words, multimedia software method is as effective as lecture method. Education using multimedia software can be considered as a proper method for increasing demand in staff education. Proper infrastructure and optimal training programs are prerequisites to effectiveness of education through multimedia software method.