Study on the influence of combined education methods of empowermentand health belief model education on self-efficacy in patients with hypertension

Abstract

Objective To explore the influence of combined use of empowerment education (EE) and health belief mode (HBM) education on self-management behavior ability and self-efficacy in patients with hypertension. Methods From February 2017 to May 2018, 180 patients with hypertension who met the inclusion criteria in the department of cardiology of the Affiliated Hospital of Shandong University of Traditional Chinese Medicine were selected and randomly divided into 3 groups, namely: traditional health education group, HBM group and EE+HBM group, each group had 60 patients. All patients were asked to fill out “essential status scale”,“hypertension self-management behavior ability scale” and “hypertension self-efficacy questionnaire scale” respectively at the time of enrollment, 3 months and 6 months after received education. After the intervention, we compared and analyzed the 3 groups patients’ ability of self-management and self-efficacy. Results The age of traditional education group, HBM group and EE+HBM group were (57.0±10.7), (53.6±11.7) and (56.1±13.2) .The male ratio was 49%, 46% and 50% respectively. There was no significant difference in baseline data among the three groups (P>0.05).Before intervention, the scores of self-management in traditional education group, HBM group and EE+HBM group were (104.1±7.4) , (106.8±7.6) and (104.5±7.3) respectively, with no significant difference (P>0.05).Before intervention, the scores of self-efficacy dimension in three groups were (32.3±4.0), (33.0±4.0) and (33.0±3.9). There was no significant difference (P>0.05). In terms of time effect, the scores of the three groups were improved within 6 months after intervention, and the difference was statistically significant (P <0.05). In the group comparison, the scores of traditional education group, HBM group and EE+HBM group increased gradually after intervention, with statistical significance (P<0.05); there was interaction between time and group effect (P<0.05), so excluding the influence of time effect. Comparing the scores of three groups at the same time point, we can see that the scores of self-management dimension in six months of intervention were (133.4±9.0), (140.0±7.5) and (164.1±6.1) respectively. The scores of self-efficacy dimension and self-efficacy dimension were (42.0±3.6), (46.7±3.8) and (51.6±2.2), respectively, showing a gradual upward trend, with significant differences (P<0.05). Conclusions The combination of EE and HBM education can effectively improve patients' confidence and ability in the management of their own diseases, and the effectiveness is more lasting.