Self-care Education Research Articles

Diabetes Mellitus Self-Care Education Program Towards Self-Care Patterns And Blood Sugar Control Among Outpatients At Imelda Pekerja Indonesia Hospital

Diabetes Mellitus Self-Care Education Program Towards Self-Care Patterns And Blood Sugar Control Among Outpatients At Imelda Pekerja Indonesia Hospital

Impact of stress coping style on self-care behaviors and prognosis in patients with heart failure: A prospective longitudinal observational study

BackgroundHeart failure (HF) requires effective management and self-care education to improve outcomes. However, daily self-care routines necessary for managing HF can lead to psychological issues, including stress, potentially exacerbating the condition. Patient stress-coping behaviors may significantly impact prognosis. ObjectiveWe aimed to identify stress coping styles in patients with HF and examine their impact on self-care behavior and prognosis. s. MethodsThis study utilized a longitudinal prospective observational design. Patients were categorized into task-oriented (task), emotion-oriented (emotion), and avoidance (avoidance) coping groups using the Coping Inventory for Stress Situations. Stress levels and self-care behaviors were evaluated during hospitalization and 1 and 3 months after discharge. The primary outcome was a composite of HF readmission and all-cause mortality during the 180-day post-discharge period. Longitudinal changes in self-care behaviors were assessed according to stress intensity. ResultsWe included 151 patients (age, 74 [60–80] years; female, 37.1 %) hospitalized for HF exacerbation between August 2021 and August 2023. The task group comprised 45 patients (29.8 %); emotion group, 47 (31.1 %); and avoidance group, 59 (39.1 %). The avoidance group had a higher risk of adverse events during follow-up (task, emotion, and avoidance: 8.9 % vs. 14.9 % vs. 32.2 %, p = 0.004). The avoidance-coping style was the only independent predictor of the primary outcome (hazard ratio: 3.84, 95 % confidence interval: 1.40–10.53, p = 0.009). Self-care behaviors were notably poorer in the Avoidance group, particularly under conditions of high stress. ConclusionsStress-coping strategies impact both prognosis and self-care outcomes in patients with HF, and education programs should consider incorporating these strategies.

Impact of WhatsApp-Based Self-Care Education on Self-Care Behaviors and Lifestyle in Overweight and Obese Pregnant Women with Diabetes: A Randomized Controlled Trial

Background: Self-care education for overweight and obese pregnant women with diabetes can empower them to make informed decisions during pregnancy. Objectives: This study aimed to evaluate the effect of WhatsApp-delivered self-care education on self-care behaviors and lifestyle in this population. Methods: This randomized controlled trial involved eighty pregnant women with diabetes in Ahvaz, Iran. Participants were randomly assigned to two groups: One receiving face-to-face education and the other receiving a combination of face-to-face and WhatsApp-delivered online education. Blood glucose levels [fasting blood sugar (FBS), 2-hour postprandial (2HPP)], oral glucose tolerance test (OGTT) results, lifestyle scores, and self-care scores were measured before and after the intervention. Data were analyzed using SPSS. Results: Post-intervention, the intervention group demonstrated significantly lower one-hour (119.32 ± 16.54 vs. 163.55 ± 27.07, P=0.007) and two-hour (106.25 ± 15.65 vs. 147.77 ± 24.73, P = 0.028) postprandial blood glucose levels compared to the control group. Furthermore, lifestyle scores improved significantly in the intervention group (154.27 ± 23.24 vs. 42.65 ± 17.58), and self-care scores were markedly higher (141.85 ± 26.64 vs. 56.02 ± 11.63), both showing strong statistical significance (P < 0.001). Conclusions: WhatsApp-based self-care education is an effective intervention for reducing blood glucose levels and enhancing lifestyle and self-care behaviors in pregnant women with diabetes.

Professional Self-Care in Social Work Practice: A New Conceptual Framework.

Social work practitioners have experienced increased rates of burnout, fatigue, and occupational stress. To combat deteriorating mental health, the National Association of Social Workers' Code of Ethics has called for a renewed focus on self-care practice. Yet, self-care education often fails to consider how to integrate practices into the workplace, especially with constrained resources and increasing caseloads. The purpose of this study was to examine healthcare social workers' perceptions of self-care in the workplace. Semistructured virtual interviews were conducted with healthcare social workers (N = 43) across the state of Texas. Interviews were transcribed verbatim and redacted to protect participant confidentiality. Through content analysis, the research team analyzed transcripts by selecting meaningful units of text to create codes and categories. Themes were then developed, and the research team refined codes, discussed inconsistencies, and reached consensus. Findings demonstrate self-care in the workplace includes (a) individual strategies, identified by strong and trustworthy peer support systems and boundary management; (b) intrapersonal strategies, identified by formal supervision and advocacy and activism; and (c) institutional strategies, identified by ethical workplace cultures that invest in mental health and explicitly value social work. These data inform a framework to adapt self-care from an individual necessity to a shared responsibility among organizational leadership.

EFFECTIVE MANAGEMENT STRATEGIES FOR TREATEMENT OF DIABETIC FOOT ULCER

Background: Diabetes mellitus is a rapidly rising disease worldwide. It has many complications affecting the overall health status of diabetic individuals as well as their life quality. Peripheral vascular and neuropathy are among the devastating complications of diabetes. They result in diabetic foot ulcer development. This should be prevented initially by preventative strategies which include annual screening of diabetic-foot and patient’s education of self-care. When ulcers happen, different approaches could be takento manage patients. Aim: the aim of this review article is to spots light on different management methods to treat diabetic foot ulcers.Material & Methods: PRISMA method is used to collect the articles from different data bases such as web of science, Scopus.Total 608 articles found relevant after applying inclusion exclusion criteria and duplication criteria total 27 articles were included in theanalysis. Findings: From the literature review eight factors are found which are discussed in detail in the paper. Conclusions: Diabetes mellitus is a long-term condition that can lead to serious complications. In their lifetime, around one-third of diabetic people may develop foot ulcers

The Effect of Continuous Care Model Based Education on Quality of Life, Sleep Quality, and Fatigue in Patients Undergoing Coronary Artery Bypass Surgery

ABSTRACT Background Postoperative care strategies, such as self-care education and cardiac rehabilitation, are critical in mitigating readmissions and enhancing patient outcomes following Coronary Artery Bypass Surgery. Purpose The purpose of this study was to design and develop a program that leads to acceptance, increased insight, and appropriate action to control the disease and its potential psychological complications. Methods This randomized control trial involved 140 patients scheduled for coronary artery bypass surgery at a rehabilitation clinic in 2023. The intervention followed the Continuous Care Model, encompassing familiarization, sensitization, control, and evaluation phases. Results Post-intervention, the intervention group exhibited a significantly higher mean quality of life score than the control group (p < .001). Furthermore, a notable difference in mean sleep quality scores between the control and intervention groups was observed post-intervention (p = .026). Discussion Patient education based on the Continuous Care Model effectively enhances quality of life sleep and reduces fatigue in patients undergoing coronary artery bypass surgery. Translation to Health Education Practice The study provides empowerment through patient and family education on self-care practices. Implementing of the Continuous Care Model as a non-invasive, cost-effective method can be considered in the patient education unit of hospitals.

Long-term effects of non-pharmacological interventions in adolescents and young adults with type 1 diabetes: A systematic review and meta-analysis.

Consistent diabetes control is crucial for patients with type 1 diabetes (T1D) to prevent diabetic complications. Analyzing the long-term effects of non-pharmacological interventions can improve diabetes management. To examine the long-term effects of non-pharmacological interventions in adolescents and young adults with T1D through a systematic review and meta-analysis of randomized controlled trials (RCTs). The searches, without any year limitations, were conducted in seven databases. Two reviewers independently performed data extraction and risk of bias assessments. The meta-analysis was conducted using the RevMan 5.4 program and R Studio. The study was registered with PROSPERO (CRD42024503185). A total of 40 studies were included in the systematic review, of which 28 were included in the meta-analysis. Notably, non-pharmacological interventions were effective in improving glycated hemoglobin (HbA1c) at 6 months and self-care at >12 months of follow-up. Subgroup analyses revealed that combined interventions encompassing self-care behavior management, education, and psychological interventions could enhance self-care. Additionally, a combination of face-to-face and telephonic communication was effective in improving HbA1c. Non-pharmacological interventions are effective in improving HbA1c levels and self-care in adolescents and young adults undergoing long-term treatment. However, few studies have analyzed their effects on cardiovascular disease risk factors. Future studies should investigate the long-term effects of non-pharmacological interventions.

Comparison of the effect of self-care education with two methods, teach-back and smartphone application, on the adherence to treatment in patients with inflammatory bowel disease.

Self-care is one of the basic principles in the management of chronic diseases, which influences follow-up and adherence to treatment. Therefore, the current study was conducted with the aim of comparing the effect of teach-back (TB) and a smartphone application on adherence to treatment in patients with inflammatory bowel disease (IBD). The current clinical trial was conducted among 80 patients with IBD in Mashhad, Iran, in 2021-2022. Self-care education (diet, personal and social relationships, medications, sleep, physical activity, sexual relationships, etc.) was provided through TB method in one group and by using a smartphone application in another group. The control group only received the routine education. A checklist for demographic information and the adherence questionnaire in patients with chronic diseases were used for data collection. Patients' mean age was 38.73 ± 10.32 years. The majority of patients had ulcerative colitis (81%) and were married (67%). Mean and standard deviation score of adherence to treatment were the same in all three groups before the intervention ( P = 0.668). The mean post-test scores of adherence to treatment in the TB, application, and control groups were 170.04 ± 14.19, 167.99 ± 11.59, and 159.60 ± 10.94, respectively. The difference was statistically significant ( P = 0.003). A significant difference was observed in regards to the mean post-test scores of adherence to treatment between TB and control groups ( P = 0.004) and app and control groups ( P = 0.048). However, the difference between TB and app groups was not significant ( P = 0.989). TB method and smartphone application have the same effect on adherence to treatment in patients with IBD. Due to the usability and cost-effectiveness of smartphone applications, this method can be used by health-care providers to educate this group of patients.

Effectiveness of online-based education for self-care in ostomates : systematic review

Effectiveness of online-based education for self-care in ostomates : systematic review

Collaborative approaches to health education: perspectives of parents and teachers on self-care and managing common health issues in UK primary schools

BackgroundHealth education in primary schools plays a critical role in equipping children with essential self-care skills, fostering health literacy, and addressing social determinants of health. This study explores the perspectives of parents and teachers on teaching self-care and managing common health issues in UK primary schools. Despite the recognized importance of health education, there is limited research on how self-care education is perceived and implemented in the primary school setting.MethodsA qualitative study was conducted using semi-structured interviews with 18 participants, including 9 generalist primary teachers and 9 parents from diverse educational and socioeconomic contexts in the West Midlands, East Midlands, Northwest, and London of England. Participants were recruited via social media and professional networks, and interviews were conducted via video conferencing platforms. Data were thematically analysed using NVivo 12 to identify recurring themes related to the delivery and impact of self-care education in primary schools.ResultsTeachers and parents highlighted key self-care topics, including hygiene, managing common illnesses like colds and cuts, and mental well-being. There was a consensus on the importance of self-care education, but views diverged on whether the responsibility should lie primarily with schools, parents, or a collaborative approach. Teachers expressed concerns about their preparedness to teach sensitive topics, citing a lack of training and resources. Socioeconomic and religious contexts further influenced perceptions, with participants emphasising further importance of school-led self-care education for children from lower socioeconomic backgrounds. Strengths were identified in current self-care education efforts, particularly in practical lessons that empower children with age-appropriate skills.ConclusionsThis study highlights the critical need for comprehensive and collaborative health education in primary schools to promote health literacy and reduce health disparities. Enhancing teacher training, integrating self-care topics into the primary curriculum, and fostering stronger partnerships between schools and families are essential to improving the quality and consistency of self-care education. Policymakers should consider implementing mandatory health education training in teacher education programs and providing ongoing professional development to support teachers. By addressing these gaps, schools can play a pivotal role in preparing children for lifelong health management, reducing the burden on healthcare services, and supporting public health objectives.

College Student Self-Care: The Missing Ingredient for Success?

College students are experiencing the highest rate of mental health challenges ever in history. This brief report on self-care consisted of nine participants, who were currently attending a public university. Three focus groups were held. Three themes emerged from the data: a.) defining and practicing self-care b.) self-care education and c.) self-care during the COVID pandemic. Since these students never received any formalized education about self-care and because of the college counseling center’ s inability to serve a growing number of students with mental health challenges, the researcher recommends that education institutions devote more time to educating students about self-care.

Assessment of self-care practices & associated factors among hypertensives in urban slum areas of Mysuru city: A community-based cross-sectional study.

Background & objectives Hypertension is a significant modifiable risk factor for cardiovascular diseases (CVDs) and premature mortality worldwide, particularly affecting low- and middle- income countries (LMICs). This study focused on evaluating self-care practices among hypertensive affected individuals in urban slum areas of Mysuru city, India, and explore associated factors and their relationship with hypertension control levels. Methods A community based cross-sectional study was carried out from March 2022 to August 2023, enrolling 650 hypertensive affected individuals from 63 urban slums of Mysuru city. Data on sociodemographic characteristics, self-care practices, and hypertension control were collected using structured questionnaires and standardized scales. Descriptive statistics and chi-square tests were used for data presentation and analyses. Results Among the participants, 62.9 per cent reported poor self-care awareness, and only 37.1 per cent had good self-care awareness. Factors such as age group, education, occupation, type of family, marital status, socioeconomic status, and hypertension control showed significant associations with self-care scores (P≤0.001). However, no significant association was found between gender and self-care scores. Interpretation & conclusions This study highlights the critical need for comprehensive interventions integrating self-care awareness into existing health programmes to address the growing burden of hypertension, particularly in urban slum populations. By prioritizing self-care education and empowerment, healthcare stakeholders can equip individuals with the necessary knowledge and skills for effective hypertension management, thus improving health outcomes at individual level and also reducing public health impact of hypertension.

Self-efficacy in patients with inflammatory bowel disease: the effect of self-care education by two randomized methods-teach-back and a smartphone application.

The use of the best teaching method to promote self-care in patients with inflammatory bowel disease (IBD) has not been well defined. Therefore, the current study was conducted to compare the effect of self-care education by two methods of teach-back and a smartphone application. The current clinical trial with a pre- and post-test design was conducted among 78 patients with IBD. Patients were allocated to three groups of application, teach-back and control using a simple blocked randomization. Data were collected using a checklist for demographic information and Inflammatory Bowel Disease Self-efficacy Scale. Collected data were analyzed using SPSS. Participants in all three groups were homogeneous in terms of demographic variables. The mean pretest scores of self-efficacy (SE) in the application, teach-back and control groups were 191.37 ± 49.15, 193.92 ± 45.54 and 192.76 ± 43.12, respectively. The mean post-test scores of SE in the application, teach-back and control groups were 224.51 ± 49.89, 207.48 ± 48.109 and 189.92 ± 40.28, respectively (P = 0.033). The results of the current study showed that self-care education by the application can better improve the mean scores of SE and its four dimensions of managing stress and emotions, managing symptoms and disease, managing medical care and maintaining remission, compared to other methods. It seems that the use of the application as a continuous and cost-effective educational strategy will become widespread in the future for patient education among most healthcare and treatment systems.

Social determinants of health and diabetes self-care management in South Africa

ObjectiveDiabetes is an incapacitating condition affecting millions of people in South Africa. Maintaining optimal glycaemic control is crucial in preventing diabetes complications, highlighting the importance of diabetes self-care. This study examined how Social Determinants of Health (SDoH) are associated with self-care management practices in individuals with diabetes in South Africa using the framework developed by the Healthy People 2020 initiative.MethodsThis study utilised cross-sectional Project Mind baseline data collected in 2017. Self-care management was coded on a scale from ‘0’ (never) to ‘7’ (daily adherence). For analysis, this scale was dichotomised into two categories: low self-care (scores 0–5) and high self-care (scores 6–7). Furthermore, adherence with these daily self-care activities was categorised into three levels: no adherence, partial adherence (inconsistent or partial adherence to activities), and full adherence (consistent adherence to all self-care activities).ResultsThe analytical sample (n = 539) was predominantly female (76%), with a mean age of 54 years, urban residents (60%), unemployed (70%), and attained secondary education (11.3%). In determining the attainment of a higher scale of self-care, age (AOR = 1.02, CI=[0.99,1.05]) and secondary education (AOR = 1.13, CI=[1.02, 2.03]) were associated with an increase in the scale of self-care. Conversely, urban residency (AOR = 0.50, CI=[0.29,0.88]) and being obese (AOR = 0.43, CI=[0.19,1.00]) were associated with a lower scale of self-care. Although not statistically robust, food insecurity decreased while being a woman and having a stable house showed an increased association. Travelling longer distances to access healthcare was positively associated with no adherence, and urban residency has a negative association with full adherence relative to partial adherence.ConclusionsThe associations between SDoH and diabetes self-care management within a South African context highlight the need for a more holistic understanding and approach to interventions. Future endeavours should examine these determinants more broadly and formulate integrative strategies to ameliorate diabetes self-care.

The impact of an applied menstrual self-care education program given to adolescents with intellectual disabilities and their mothers on their knowledge, skills, and anxiety levels

Objectives This study aimed to examine the effect of an applied menstrual self-care management education program provided to adolescents with intellectual disabilities and their mothers on their knowledge, skills, and anxiety levels. Methods A quasi-experimental design based on pre-test and post-test models was conducted with two different groups. The population consisted of adolescents with intellectual disabilities attending three special education and rehabilitation centers in a province and their mothers, while the sample included 32 adolescents with intellectual disabilities and their mothers who met the research criteria. Data were collected using a Demographic Information and Menstrual Characteristics Form and the Beck Anxiety Scale. Descriptive statistical methods (Mean, Standard Deviation) and t-test were employed. Results The applied education program provided education to both mothers and adolescents with intellectual disabilities using a simulator model demonstrating the perineal area and a guide developed for menstrual self-care, and they were asked to perform the practices. Following the education, both mothers and adolescents with intellectual disabilities showed effective gains in knowledge and skills, while also experiencing a reduction in anxiety. Conclusions Providing the same education to both mothers and adolescents with intellectual disabilities not only reduced potential caregiving issues but also facilitated communication between the adolescent and the mother. The study enabled adolescents with intellectual disabilities to realize their potential and decreased dependency on their mothers for care.

Discharge instruction comprehension by older adults in the emergency department: A systematic review and meta-analysis.

Older adults are at high risk of adverse health outcomes in the post-emergency department (ED) discharge period. Prior work has shown that discharged older adults have variable understanding of their discharge instructions which may contribute to these outcomes. To identify discharge comprehension gaps amenable to future interventions, we utilize meta-analysis to determine patient comprehension across five domains of discharge instructions: diagnosis, medications, self-care, routine follow-up, and return precautions. Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, two reviewers sourced evidence from databases including Medline (PubMed), EMBASE, Web of Science, CINAHL, and Google Scholar (for gray literature). Publications or preprints appearing before April 2024 were included if they focused on geriatric ED discharge instructions and reported a proportion of patients with comprehension of at least one of five predefined discharge components. Meta-analysis of eligible studies for each component was executed using random-effects modeling to describe the proportion of geriatric ED cases understanding the discharge instructions; where appropriate we calculated pooled estimates, reported as percentages with 95% confidence interval (CI). Of initial records returned (N = 2898), exclusions based on title or abstract assessment left 51 studies for full-text review; of these, seven constituted the study set. Acceptable heterogeneity and absence of indication of publication bias supported pooled estimates for proportions comprehending instructions on medications (41%, 95% CI 31%-50%, I2 = 43%), self-care (81%, 95% CI 76%-85%, I2 = 43%), and routine follow-up (76%, 95% CI 72%-79%, I2 = 25%). Key findings included marked heterogeneity with respect to comprehending two discharge parameters: diagnosis (I2 = 73%) and return precautions (I2 = 95%). Older patients discharged from the ED had greater comprehension of self-care and follow-up instructions than about their medications. These findings suggest that medication instructions may be a priority domain for future interventions.

Effect of the Theory-driven Educational Intervention on Self-Care Behavior and Glycosylated Hemoglobin Level in Patients with Type 2 Diabetes.

The diabetics' lack of knowledge about self-care and incorrect beliefs in this care are the reasons for their admission to hospitals. The present study aimed to examine the impact of education based on the theory of planned behavior (TPB) on intention, self-care behavior, and glycosylated hemoglobin (HbA1c) levels in patients with Type 2 Diabetes. The present study was conducted on 60 diabetic patients who were randomly classified into intervention and control groups. In the intervention group, self-care education based on TPB was held, but the control group only received routine care. The data were collected using a fourpart questionnaire including characteristics, items of patients' knowledge, items of TPB constructs, and items of diabetes self-care. Data were analyzed in SPSS software. In intervention group, mean score of self-care behavior and its domains significantly changed from (total: 52.26±14.75, diabetic diet: 22.20±6.05, exercise: 5.17±4.04, blood sugar testing: 5.03 ± 4.15, medication: 5.40±2.28, foot care: 13.47±8.42) into 76.66±8.87, 29.43±5.48, 7.60±2.60, 8.73±2.31, 6.48±1.09, 23.53±3.09, respectively three months after intervention (p<0.01). In this case, these changes were not seen in the control group. The mean level of HbA1c in the intervention group (6.38±0.16) was significantly lower than before the intervention (7.56±1.08) and the control group (8.02±0.25) three months after intervention (p<0.01). Education based on the TPB was effective in improving the patients' self-care behavior and HbA1c index. Therefore, we suggest all medical centers to use the TPB as an effective and low-cost educational approach to improve diabetics' self-care behavior and health.

Wellness and Stress Management Practices Among Healthcare Professionals and Health Professional Students.

Healthcare professionals experience stressors that begin during training and persist into their careers that adversely impact their well-being. This study aims to identify students' and professionals' stress levels, satisfaction with wellness domains, barriers to wellness, and stress management practices. This study was a cross-sectional self-reported survey study. The study included students (N = 242) and professionals (N = 237) from medicine, nursing, pharmacy, physical therapy, social work, and counseling/psychology. The Managing Health & Wellness in Health Professions Training and Practice survey was used to capture wellness practices and barriers among participants. Results: Students reported significantly higher perceived stress compared to professionals (P < 0.001). Total wellness is significantly higher among professionals compared to students (P < 0.001). A higher stress rate is significantly related to being female, having a lower wellness score, and facing more barriers (P < 0.001). Intellectual health is the most valuable wellness domain for providers (M = 3.71, SD = 0.9) and students (M = 3.43, SD = 0.85), followed by spiritual health for providers (M = 3.4, SD = 1.1), and work/learning environment for students (M = 3.33, SD = 0.93). Professionals and students are least satisfied with their physical and financial health. Barriers include fatigue, workload/productivity in clinical practice, work hours, and burnout. Healthcare professionals exhibit a variety of stress management practices, encounter barriers, and prioritize different wellness domains. Healthcare systems should incorporate self-care education into their curricula and implement systemic changes to foster a thriving healthcare workforce.

The Power of Nursing: Person-Centered Self-Care Education for Student Nurses.

The COVID 19 pandemic has had a tremendous impact on nursing and health care delivery systems. Recent research demonstrates a correlation between the stress of providing complex health care and the decline of nurse well-being. Investing in the well-being of nurses can benefit the entire health care system. Educational institutions can play a role in enhancing nurse well-being by incorporating holistic nursing education principles into the curriculum, including reflective practice methods to promote self-awareness and self-care. This may be challenging for some nursing programs, but the Power of Nursing course can help close this gap. This noncommercial course incorporates key elements of holistic nursing including authenticity, empathy, compassion, unconditional acceptance, and self-care; elements not always emphasized in a traditional curriculum. Power of Nursing, offered as an elective in nursing schools or part of nursing residency programs, provides attendees with tools and strategies to boost resilience, strengthen personal commitment to nursing, and increase well-being preparing them to thrive in any health care environment.

Differential impacts of self-care behavior on clinical outcomes in patients with and without recent heart failure hospitalization

BackgroundAlthough clinical guidelines recommend self-care assessment for patients with chronic heart failure (CHF), its prognostic significance remains controversial. This study aimed to compare the prognostic significance of self-care behavior on mortality between patients with and without a history of recent hospitalization for heart failure (HF). MethodsWe analyzed consecutive 1907 CHF patients from a Japanese multicenter registry (January 2020–June 2023) using the 9-item European Heart Failure Self-care Behavior Scale (EHFScBS-9) at enrolment. Suboptimal self-care behavior was defined as a score < 70 on the EHFScBS-9. Patients were divided into recent (within 30 days post-discharge, n = 664) and no recent hospitalization for HF groups (n = 1263), respectively. The primary outcome was a composite of all-cause death and rehospitalization for HF. ResultsDuring a median follow-up period of 427 (interquartile range 273–630) days, the primary outcome occurred in 100 patients. Patients with suboptimal self-care behavior exhibited a higher incidence of the primary outcome in the recent hospitalization for HF group (p = 0.020) but not in the no recent hospitalization for HF group (P = 0.16). Multivariable regressions showed suboptimal self-care behavior was independently associated with the primary outcome in the recent hospitalization for HF group with a significant interaction (P = 0.029). ConclusionIn patients recently hospitalized for HF, but not in those without a recent hospitalization history for HF, suboptimal self-care behavior was associated with adverse events. This indicates the importance of self-care education for these patients.