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Showing 2 results for Illness Perception
Masume Zakerimoghadam, Ali Sadeghi-Akbari, Mohammad-Ali Cheraghi, Anoushirvan Kazemnejad,
Volume 4, Issue 1 (6-2015)
Abstract
Aim. This study aimed at investigating the effect of education based on illness perception on self-care behaviors of patients with heart failure.
Background. Heart failure is the final outcome of most cardiovascular diseases, reducing patients’ self-care behaviors as a chronic condition. Changing illness perception of patients with heart failure about the disease is a way to improve the self-care behaviors in these patients.
Method. An experimental design was used to conduct the study. Seventy and six patients with heart failure who admitted to hospitals affiliated to Tehran University of Medical Sciences and were eligible to participate in the study was recruited in 2014 and were randomly divided into intervention and control group. The intervention group attended in three educational sessions and received cell phone follow-up for 8 weeks. The control group received conventional treatment. The self-care behaviors was compared in both groups before, and eight weeks after the intervention. The data were analyzed by SPSS-16 software.
Findings. There was no statistical significant difference between demographic variables of two groups. Self-care behaviors in the intervention group increased after the intervention when compared with the control group (p<0.0001). In the experimental group, the mean score of self-care behaviors after the intervention was significantly higher than mean score before intervention (p<0.0001).
Conclusion. The results showed that education based on illness perception affects self-care behaviors in patients with heart failure. It is suggested as an effective method to promote the self-care behaviors in these patients.
Elnaz Yazdanparast, Malihe Davoudi, Marziye Safavinejad, Seyed Hasan Ghorbani, Sahar Nadimi, Bahare Rezvani Dehaghani,
Volume 7, Issue 3 (12-2018)
Abstract
Abstract
Aim. The aim of this study was to examine the effect of teach back learning strategy on illness perception, nutritional knowledge and dietary adherence in people with hypertension.
Background. Because of the chronicity of hypertension and the importance of nutrition in hypertension control, illness perception and nutritional knowledge play an important role in adherence to nutritional regimen and disease control.
Method. The present study is a quasi-experimental study control group and pretest-posttest design. Based on random sampling, two health care centers in Ferdows were selected as the place for experimental and control group. Using a simple randomized method, of patients with hypertension, 35 individuals were recruited for each group. These people entered the study based on inclusion criteria and after that they signed the consent form. Before and after the intervention, illness perception, nutritional knowledge and dietary adherence were measured by self-report questionnaire and compared between the groups.
Findings. After intervention, the mean score of nutritional knowledge in experimental and control group was 48.17±5.21 and 41.16±0.51, respectively, and a statically significant difference was found between groups in terms of nutritional knowledge (P≤0.0001; t=9.56). After intervention, the mean score of illness perception in experimental and control group was 9.75±1.81 and 7.72±1.60, respectively, and there was a statically significant difference between groups in terms of illness perception (P≤0.0001; t=4.15). But no statically significant difference was found between experimental and control group in terms of dietary adherence (17.55±4.17 against 16.88±3.62).
Conclusion. Given the positive effects of teach back method and the special role of nurses in patient education, attention to this teaching method seems necessary. The use of this method of training is suggested as part of care process to reduce patients' clinical problems.
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