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Alireza Saberi Aliabad , Zahra Alizadeh, Amirreza Rafiei Javazm, Alice Khachian , Masoud Roudbari, Mohammad Reza Zarei,
Volume 13, Issue 1 (3-2024)
Abstract
Abstract
Aim. This study was conducted to examine the effect of distance education based on health belief model on health literacy in people with heart failure.
Background. Inadequate health literacy is strongly associated with adverse clinical outcomes in people with heart failure. Although education of or developing educational material for patient and family members during and in the time of discharge is considered a principle step, it is not enough and the follow up care must be planned.
Method. In this clinical trial, 80 participants were randomly assigned to either experimental or control group. Balanced block randomization with a block size of two was used for allocation. The intervention group received structured education via the “Etaa”, an Iranian messaging application, nurse follow-ups, and routine care, whereas the control group received routine care only. Data were collected using the Heart Failure Health Literacy questionnaire, before the intervention, one month after the intervention, and three months post-intervention.
Findings. The results indicated that the mean health literacy scores in the experimental group were significantly higher than those in the control group (P≤0.0001), with a strong Cohen's d effect size of 2.8.
Conclusion. These findings suggest that educational interventions based on the health belief model can effectively enhance health literacy and adherence to treatment in people with heart failure.
Seyyedeh Zahra Hoseini, Hanieh Gholamnejad, Morteza Mohammadzadeh,
Volume 13, Issue 1 (3-2024)
Abstract
Abstract
Aim. The aim of this study was to examine the relationship of informational support and anxiety among family members of patients admitted to intensive care units (ICUs) in selected educational and medical centers in Hamadan city, Iran, in 2024.
Background. Families of ICU patients frequently experience high levels of anxiety, which may lead to physical and psychological complications. Research indicates that one of the most significant factors contributing to anxiety among family members is a lack of information and familiarity with the ICU environment.
Method. This was a descriptive-correlational study. A total of 191 family members of ICU patients in selected educational and medical centers in Hamadan were recruited using a convenience sampling method, based on predefined inclusion criteria. Data collection tools included a demographic information questionnaire, the Spielberger State-Trait Anxiety Inventory, and Informational Support questionnaire. Data were analyzed using SPSS version 16, applying both descriptive and inferential statistics.
Findings. The findings indicated that the mean anxiety score of participants was 45.7±6.62, with the majority falling within the moderate anxiety range. The mean score of informational support was 46.18±9.78. Pearson correlation test showed a statistically significant positive relationship between the level of informational support and anxiety (r=0.29, P=0.006). One-way ANOVA revealed a statistically significant association between education level and anxiety among family members (F=4.222, P=0.006). Furthermore, informational support was significantly associated with education level and employment status. No statistically significant associations were found between other demographic variables and either anxiety or informational support.
Conclusion. Anxiety among family members of ICU patients is common and typically of moderate severity. Contributing factors include the stressful environment, lack of awareness about the patient's condition, and educational background. Contrary to expectations, increased informational support from healthcare staff did not reduce anxiety and in some cases appeared to increase it, potentially due to the manner of information delivery and the psychological state of family members. These findings highlight the importance of considering demographic characteristics when designing psychological and informational interventions. Recommended strategies include open visitation, education, family involvement, and the presence of a psychologist.
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