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Patients are expecting to learn more: A longitudinal study of patients with heart failure undergoing device implantation

Artikel i vetenskaplig tidskrift
Författare B. Ingadottir
I. Thylén
Kerstin Ulin
T. Jaarsma
Publicerad i Patient Education and Counseling
ISSN 07383991 (ISSN)
Publiceringsår 2020
Publicerad vid Institutionen för vårdvetenskap och hälsa
Språk en
Länkar dx.doi.org/10.1016/j.pec.2020.02.02...
Ämnesord Cardiac resynchronization therapy device, Heart failure, Patient education as topic, Patient reported outcome measures, Patient satisfaction
Ämneskategorier Hälsovetenskaper

Sammanfattning

Objective: To explore the educational expectations and experiences of patients with heart failure in relation to device implantation. Methods: In this longitudinal study, patients at six Swedish and Icelandic hospitals answered instruments about their knowledge expectations, before the device implantation, and about the knowledge they had received at two weeks, six months and 12 months after the procedure. Predictors for fulfillment of knowledge expectations were assessed with linear mixed model analysis. Results: Patients (N = 133, mean age 69.8 (±9.7) years, 80 % men) had high knowledge expectations, which for 83 % of them were unfulfilled. Predictors for fulfillment of knowledge expectations were access to knowledge from healthcare professionals (β 0.74, 95 % CI: 0.42–1.10), educational level (β −0.30, 95 % CI: −0.52 to −0.07) and knowledge expectations (β -1.03, 95 % CI: −1.30 to −0.80). Healthcare professionals were the main information source (89 %), 74 % of patients received written information, and 19 % had used the Internet. Conclusions: Patients receive less knowledge than they expect, and individual factors and communication with healthcare professionals are related to their experience. Face-to-face is the most common method of delivering education. Practice implications: Healthcare professionals should assess patients’ expectations for information and consider implementing more diversity in their educational practices. © 2020 Elsevier B.V.

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