A Supportive-Educative Intervention For Tuberculosis Patients: Integrated Self-Care And Family-Centered Nursing

Abstract

Aim — This study aims to evaluate the effect of supportive educative system intervention on Tuberculosis (TB) patient’s family support. Material and Methods — This study was a quantitative study with a quasi-experimental design, conducted in the Public Health Center (PHC) of Kedungkandang and Ciptomulyo with 48 respondents. The respondents were divided into the control group with standard PHC intervention (n=24) and the treatment group with standard PHC intervention added with the supportive educative system (n=24). The data were analyzed by paired t-test and independent t-test. Results — There was a significant difference in family support between treatment and control. The results indicated that a supportive educative system significantly increases family support (p=0.003). Interestingly, PHC standard intervention showed improvement in family support (68.46±73.58) than supportive educative system (74.29±75.83). Supportive educative system interventions were less effective than standard PHC interventions. It could be influenced by sample characteristics, time of the study, control of variables, and other factors. Conclusion — Supportive educative interventions are effective in improving family support but are no better than standard PHC interventions.