TY - JOUR
T1 - Cardiac rehabilitation
T2 - pedagogical education strategies have positive effect on long-term patient-reported outcomes
AU - Pedersen, Charlotte Gjørup
AU - Nielsen, Claus Vinther
AU - Lynggaard, Vibeke
AU - Zwisler, Ann-Dorthe
AU - Maribo, Thomas
PY - 2023/12/1
Y1 - 2023/12/1
N2 - This study examined whether patients attending cardiac rehabilitation (CR) based on the pedagogical strategy learning and coping (LC) led to improved health-related quality of life (HRQL), reduced symptoms of anxiety and depression and improved self-management 6 and 12 months after the completion of CR compared with patients attending CR based on the pedagogical strategy 'Empowerment, Motivation and Medical Adherence' (EMMA). A pragmatic cluster-controlled trial of two pedagogical strategies, LC and EMMA, including 10 primary health care settings and 555 patients diagnosed with ischaemic heart disease and referred to CR between August 2018 and July 2019 was conducted. In total, 312 patients replied to the questionnaires collected at baseline, 12 weeks, 6 months and 12 months after completing CR. Linear regression analyses adjusted for potential confounder variables and cluster effects were performed. We found clinically relevant and statistically significant improvements in HRQL, anxiety, depression and self-management after completing CR. The improvements were sustained at 6 and 12 months after the completion of CR. We found no differences between the two evidence-based patient education strategies. In conclusion, this study supports the use of evidence-based patient education strategies, but there is no evidence to suggest that one pedagogical strategy is superior to the other.
AB - This study examined whether patients attending cardiac rehabilitation (CR) based on the pedagogical strategy learning and coping (LC) led to improved health-related quality of life (HRQL), reduced symptoms of anxiety and depression and improved self-management 6 and 12 months after the completion of CR compared with patients attending CR based on the pedagogical strategy 'Empowerment, Motivation and Medical Adherence' (EMMA). A pragmatic cluster-controlled trial of two pedagogical strategies, LC and EMMA, including 10 primary health care settings and 555 patients diagnosed with ischaemic heart disease and referred to CR between August 2018 and July 2019 was conducted. In total, 312 patients replied to the questionnaires collected at baseline, 12 weeks, 6 months and 12 months after completing CR. Linear regression analyses adjusted for potential confounder variables and cluster effects were performed. We found clinically relevant and statistically significant improvements in HRQL, anxiety, depression and self-management after completing CR. The improvements were sustained at 6 and 12 months after the completion of CR. We found no differences between the two evidence-based patient education strategies. In conclusion, this study supports the use of evidence-based patient education strategies, but there is no evidence to suggest that one pedagogical strategy is superior to the other.
KW - Cardiac Rehabilitation
KW - Humans
KW - Learning
KW - Motivation
KW - Patient Reported Outcome Measures
KW - Quality of Life
UR - http://www.scopus.com/inward/record.url?scp=85179846187&partnerID=8YFLogxK
U2 - 10.1093/her/cyad032
DO - 10.1093/her/cyad032
M3 - Journal article
C2 - 37534750
SN - 0268-1153
VL - 38
SP - 597
EP - 609
JO - Health Education Research
JF - Health Education Research
IS - 6
ER -