Stroke Education Program Research Articles

Enhancing stroke knowledge among youth: Insights from Stroke Busters

IntroductionCommunity stroke education has shown promising results with sustained stroke knowledge and behavioral changes; however less is known about the effects of targeted education towards youth. We developed an interactive educational program for high school students, Stroke Busters, that focuses on stroke prevention, recognizing warning signs, and the importance of seeking prompt care. MethodsThis is a prospective cohort study where students are offered a stroke education program, ‘Stroke Busters’, through the Yale Pathways to Science Program, a Science, Technology, Engineering and Math (STEM) pipeline program for high school students living near New Haven, Connecticut. Students filled out a stroke knowledge survey before, after, and 8-months-post program. Data from four separate sessions were collected (two 5-day programs and two 1-day programs) and scores were compared. Students who returned to help teach were also evaluated with an additional post-test. ResultsThe average pre-program score was 36.9% and post-program was 62.5% (N=67, p<0.001) across all sessions. Between sessions, scores were not significantly different. 8-month post-program scores (n=5) were not significantly different from immediate post-program scores. Students in the role of teaching-assistant had post-program scores of 85.7%. DiscussionHigh school students who participated in Stroke Busters retained stroke knowledge for up to 8 months. The 1-day program showed similar results to the 5-day program, which suggests providing shorter programs to high school students may represent a more feasible opportunity for community stroke prevention. Additionally, including students in a teaching role is a promising way to increase enthusiasm and stroke knowledge for youth. ConclusionStroke Busters was successfully able to educate high school youth about stroke and programs of both 1 and 5-day are equally effective.

Implementing a student-centered stroke intervention and prevention education program; evaluating motivation, cognitive load, and performance among middle school students.

In this study, we investigated the association between motivation, cognitive load, difficulty, and performance in a stroke education outreach program implemented for middle school students. Various interactive instructional activities were developed to engage students throughout the program to assess cognitive and intrinsic load arising from learner implementation of various tasks in a stroke education program for middle school kids. Performance was measured using a post-test to assess knowledge gained by the 6th, 7th, and 8th-grade middle school students. A short questionnaire was also administered to collect data on students' motivation using the ARCS model to asses attention, relevance, confidence, and satisfaction. In addition, we evaluated difficulty level and cognitive load. The relationship between performance and motivation was assessed using Pearson's correlation. In our results, there was no significant difference (p > 0.05) in performance between the 6th, 7th, and 8th-grade students. The difference in performance, cognitive load (mental effort and difficulty), or motivation between the 6th, 7th, and 8 t-grade students was not significant (p > 0.05). The correlation between motivation and performance was significant (r = 0.87, p = 0.001), while the correlation between mental effort and performance was not significant (r = 0.34, p = 0.270). Also, the correlation between difficulty and performance was not significant (r = 0.38, p = 0.361). In the ARCS motivation model, attention, and confidence received the lowest mean scores (3.9), while relevance received the highest score (4.3). Our findings reveal the importance of implementing novel activities to enhance students' motivation to improve performance in the implementation of stroke education outreach programs for middle school students.

Diversity, Equity, and Inclusion Lessons From Developing Stroke Education Programs for West Michigan Asian Communities.

Asians in the United States, facing health care disparities, have increased stroke risk. Multiple subgroups, with distinct cultures and languages, add complexity to caring for Asian American (AsA) communities. We developed a tailored stroke education program for underserved West Michigan AsA communities. Methodology, lessons learned, and diversity, equity, and inclusion insights are described. Neurology residents and faculty, in collaboration with trained community-specific navigators, developed culturally resonant stroke education that was tailored to meet the needs of specific self-identified West Michigan AsA communities. Educational and debriefing sessions were delivered over 6 months, following the Plan-Do-Study-Act model, to elucidate diversity, equity, and inclusion insights and improve materials and delivery methods. Eighty-six non-English-speaking participants from 5 self-identified AsA communities (Burmese, Buddhist Vietnamese, Catholic Vietnamese, Chinese, and Nepali) attended educational stroke sessions. The average age of attendees was 57.6±13.2 years; most were females (70%). Diversity, equity, and inclusion insights included identification of Asian cultural beliefs about acute stroke treatment (eg, bloodletting), investigator insights (eg, need for kitchen-table programs), systemic barriers (eg, language), and mitigation strategies. Institutions should consider the integration of equity-focused, trainee-influenced quality improvement projects, such as this culturally resonant stroke educational program for AsA, to enhance stroke care in these vulnerable communities.

Two stroke education programs designed for older adults

Stroke is an important public health problem worldwide and in Korea causing death and serious long-term disability. This study tested the feasibility, acceptability, and preliminary efficacy of two stroke education programs. The pictogram-based education program was administered to 118 participants, and the PowerPoint-based education program was administered to 108 participants. Stroke knowledge (stroke definition, risk factors, warning signs) and first action knowledge in the event of stroke were assessed among all participants prior to and following completion of their respective programs. Both stroke education programs showed similar, significant improvements in stroke knowledge and first action knowledge from baseline to posttest. Also, feasibility (81–88 % participation and 96 % completion) and acceptability (86–97 % satisfaction) of both stroke education programs were supported. These findings indicate that healthcare professionals can use either of the education programs to improve stroke knowledge and first action knowledge among older adults who are at high risk for stroke.

EDUKASI PENDERITA STROKE DI PUSKESMAS NOGOSARI BOYOLALI

This study focuses on the implementation of stroke education at Nogosari Boyolali Community Health Center, with an emphasis on the pivotal role of physiotherapy in the educational process. Stroke education is a crucial aspect of post-stroke care, aiming to empower patients with knowledge and skills for effective self-management. This research explores the integrated approach of physiotherapy within the educational framework, highlighting its significance in enhancing patients' physical and cognitive functions. Through a comprehensive review of educational materials and interactive sessions, patients are equipped with tailored strategies for daily living and stroke prevention. The study also evaluates the impact of this holistic education on patients' independence and overall prognosis. The findings underscore the indispensable role of physiotherapists in stroke education, emphasizing their contributions to the multidisciplinary care team. This research provides valuable insights for optimizing stroke education programs in community health settings, ultimately improving the quality of life for stroke survivors.

Abstract 62: Stroke Busters High School Stroke Education Initiative

Background: It is estimated that 91% of stroke risk can be attributed to modifiable risk factors; however, on a population level, these risk factors are not well controlled. One recent response to reducing the burden of stroke has been to improve childhood knowledge about stroke. The purpose of our initiative was to educate high school students about stroke and careers in neuroscience. Methods: Thirteen students in Yale University Pathways to Science Summer Scholars participated in a 5-day program called Stroke Busters. Summer Scholars is a free summer science day program for rising 10th- 12th grade students. The demographic breakdown is 32% Asian, 30.1% Black, 20.4% Latinx, 15.5% White, and 1.9% Middle Eastern. Stroke Busters is a program within Pathways that includes an interactive stroke lecture, mock stroke code simulation, interactive mechanical thrombectomy demonstration, and a workshop where students created their own stroke learning materials. Students completed an 8 question pre and post-test that assessed stroke knowledge. Results: Between 7/11-7/15/22 thirteen students participated in Stroke Busters . The average test scores increased from 38% to 73%. Prior to the program, eight students (62%) listed that a stroke occurred in the brain and four students (31%) correctly identified the acronym “FAST”; 100% of students got these items correct in the post-test. The score for identifying 4/4 stroke symptoms improved from 56% to 92%. Twelve students provided feedback; the overall satisfaction rating for the program was 4.44/5. Students commented on the stroke simulation as the most enjoyable part of the program. Conclusion: In this high school stroke educational program students improved their knowledge about stroke significantly. This is the first stroke education program to our knowledge that focuses on high school students using a multi-day curriculum led by a diverse group of healthcare professionals.

Abstract HUP18: The Diversity, Inclusion, And Equity Lessons Learned From Developing A Culturally Competent Community Stroke Education Program For Asian American Minorities In West Michigan

Introduction: Asian Americans in the United States have well-documented healthcare disparities. The presence of multiple subgroups with distinct cultures and languages adds to the complexity of caring for these patients. We describe our journey in expanding diversity, equity, and inclusion (DEI) practices through the process of developing a stroke education program for Asian American minorities in West Michigan are discussed here. Methods: Educational materials were tailored towards specific Asian American minorities. These were developed with the assistance of community navigators familiar with each targeted language and culture to ensure cultural competency of materials. Regular meetings with patient navigators helped us understand the culture and needs of each target population. The use of written language was limited to avoid misinterpretation and to be inclusive of illiterate participants. Graphics were simplified to allow for better understanding. Frequent debriefing sessions were held throughout the planning and implementation phases to reflect on DEI insights learned during the process. Results: The educational materials have been used in 2 different sessions with Vietnamese and Chinese groups. A total of 35 non-English speaking participants have been involved in educational sessions to date. Feedback from participants included difficulty in navigating Emergency Medical Services, and strategies were suggested to empower participants so they may receive the highest standard of stroke care. Participants also requested further education regarding stroke risk factors, which was provided. Misconceptions regarding stroke care were discussed and clarified. Conclusions: DEI insights learned during the process of developing stroke education sessions for Asian Americans stress the importance of this education during medical training so that healthcare professionals can deliver equitable healthcare.

Efficacy, feasibility, and acceptability of in-home stroke education for stroke survivors.

Barriers to learning after a stroke may prevent stroke survivors from acquiring helpful information regarding stroke prevention and preparedness. The objective of this study was to evaluate the efficacy, feasibility, and acceptability of a novel in-home stroke education program for survivors in the acute phase following a stroke. Study participants completed four in-home education sessions about stroke prevention and preparedness following their discharge home from inpatient rehabilitation. Sessions were designed to be completed within an 8-week period. Sessions were presented with evidence-based teaching methods and could be tailored to individual needs. Participants completed short quizzes before and after each education session to measure knowledge attainment. Forty-nine participants were included in this study. On average, the program was completed in 10 weeks, or 69.5 days (SD 29.6), and visits lasted 66.26 minutes; 81.5% of participants completed Visit 1, 77.5% completed Visit 2, and 73.5% completed Visits 3 and 4. Statistically significant changes from pretest-to-posttest scores were found for all races and genders and for ages 50-79. There was no significant change in pretest-to-posttest scores for participants over age 80 (n = 3). Results show that delivering a stroke education program can be accomplished, on an expanded timeline. The program was effective in increasing stroke knowledge for participants recently discharged from inpatient rehabilitation following a stroke.

361 EXPLORING THE EXPERIENCES OF HEALTHCARE PROFESSIONALS (HCPS) WORKING IN ACUTE STROKE DURING THE COVID-19 PANDEMIC: A QUALITATIVE STUDY

Abstract Background The COVID-19 pandemic had a significant impact on the delivery of stroke care internationally. The INAS (Irish National Audit for Stroke) report 2020, found that there was no significant disruption to stroke services as a result of the COVID-19 pandemic. Little is known about the experiences of Health-Care Professionals (HCPs) who were working in stroke care during the COVID-19 pandemic. This study explored the experiences of HCPs working in acute stroke care in an Irish hospital group during the COVID-19 pandemic. Methods A qualitative descriptive study was conducted. Using a combination of purposive and snowball sampling, 16 semi-structured interviews of healthcare professionals from six specialities (Medicine, Nursing, Physiotherapy, Occupational therapy, Speech and Language Therapy and Medical Social Work) in two model three hospitals and one model four hospital were conducted. Interviews were virtual. Analysis was completed using the Braun and Clarke six-step method. This research was approved by the Royal College of Surgeons Research Ethics committee and permission was secured from the Stroke Clinical lead at each site to conduct interviews. Results Two main themes emerged: (i) Disruption of the end-to-end acute stroke pathway and (ii) Opportunities of the pandemic to develop a new model of care. Theme (i) suggests challenges were experienced in emergency care, access to Stroke Units (SU) beds and multidisciplinary teams (MDT). In theme (ii) participants described opportunities in telemedicine, the development of new rehabilitation and existing Early Supported Discharge (ESD) pathways. Conclusion This study highlights the lived experience of HCPs, the disruption to the stroke pathway and the opportunities as a result of the pandemic. It demonstrates the need for further exploration of, telemedicine, alternative rehabilitation pathways in stroke care and the need for a wider stroke education programme for HCPs working outside stroke. Finally, this study highlights the unwavering resilience and empathy of HCPs working in Stroke.

Impact of Nurse-Led Stroke Education Program (NSEP) on ADL and SS-QOL among Patients with Stroke and Burden among Caregivers

Impact of Nurse-Led Stroke Education Program (NSEP) on ADL and SS-QOL among Patients with Stroke and Burden among Caregivers

Stroke-related knowledge and attitudes among university students in Northeast Nigeria

Stroke education programs at schools and colleges help to promote public knowledge of stroke, but the impact in Nigeria is not well known. This study assessed stroke-related knowledge and attitudes among university students in Nigeria, where health studies are parts of college curricula. This was a cross-sectional study of students at three universities in Northeast Nigeria. Using questionnaire survey, we assessed biographical data and participant knowledge of the primary site, warning signs and risk factors of stroke. Responses were graded on a knowledge score, where ≥2.5 points indicated adequate knowledge. Data were analyzed with the SPSS version 21 program. We studied 824 participants, 67.1% males. Males were older than females (mean age ± SD: 27.42±5.58 years versus 26.27±5.31 years; P = 0.009; 95% CI: 0.29 – 1.99) and 14.5% participants had stroke lectures during general studies. Major sources of stroke knowledge were personal discussions (44.6%) and internet websites (24.5%). Only 15.7% participants correctly identified the brain as the primary site of stroke, while knowledge of one or more stroke warning signs and risk factors were noted in 42.2% and 49.6%, respectively. Mean knowledge score was 1.08 ± 0.99. Adequate knowledge of stroke was noted in 13.2% participants, and was higher in females (17.7% versus 10.7%; P = 0.01). Logistic regression analysis showed significant associations between adequate knowledge of stroke with female sex (OR 1.8; 95% CI: 1.2 – 2.8; P = 0.008) and a history of stroke in close relatives (OR 1.7; 95% CI: 1.1 – 2.6; P = 0.025) but not with age, academic discipline or stroke lectures. University students in Northeast Nigeria have low knowledge of stroke, which is worse in males. Although health issues are taught at universities, little is taught on stroke, suggesting a need to prioritize stroke knowledge in the university curriculum.

A community-based participatory approach to increase public knowledge of stroke among ethnic minorities in the northern mountains of Thailand

This study examines a stroke education program about knowledge of stroke among community partners that aims to increase the public knowledge of stroke in ethnic minorities. A one-group pre-test/post-test experimental design based on a community-based participatory approach was used in four steps following established community collaboration, planned intervention, community partner recruitment and training, implementation, and evaluation. The study was conducted between September 1, 2019 and February 28, 2020 in Chiang Rai province of Thailand. Purposive sampling was used to select 50 community partners, and cluster random sampling was used to select 419 participants from ethnic minorities. The 50 community partners already trained by researchers in the stroke education program proffered their knowledge of stroke to the ethnic minorities over a period of 1 month. A stroke knowledge questionnaire was used to test stroke knowledge among ethnic minorities before intervention (baseline) and 1 month later (post-intervention). At post-intervention, 60.6% of ethnic minorities could correctly recall more than 3 warning signs of stroke, while 51.3% correctly identified more than 3 risk factors for stroke. The score differed among 159 participants who could not speak Thai pre-intervention (mean=0.03, SD=0.39) and post-intervention (mean=7.52, SD=1.33). There were significant differences in pre-intervention and post-intervention overall stroke knowledge scores of 4 major ethnic groups (mean 0.57, SD=1.63 versus mean 7.62, SD=1.39; t=−67.38, p&lt;.001). The stroke educational program based on community-based participatory research can increase public stroke knowledge and help to overcome cultural and language barriers in ethnic minorities.

Stroke 120 or FAST (Face, Arm, Speech, Time): Which is Better in Stroke Awareness Promotion for Older Residents Living in Shanghai?

BackgroundTo make a parallel comparison regarding the effectiveness of Stroke 120 and FAST (Face, Arm, Speech, Time) in stroke knowledge promotion among community-living older residents in Shanghai. MethodsThis is a prospective community-based study. Between 1 February 2021 and 31 July 2021, we conducted a community-based stroke education program among older residents living in two communities in Minhang district, Shanghai. Residents aged over 60 years were educated with FAST and Stroke 120 separately. We defined the community educated with FAST as FAST-Community, the other one educated with Stroke 120 as Stroke 120-Community. Pre- and post-education survey were collected. The ability to recall the meanings of FAST and Stroke 120 in pre- and post-education survey was compared. The awareness of stroke risk factors and symptoms was also compared. ResultsThere were 466 responders in pre-education survey (231 from FAST-community, 235 from Stroke 120-community) and 456 responders in post-education survey (230 from FAST-community, 226 from Stroke 120-community). The mean age of responders in Stroke 120-community was 76 years (40% male) and in FAST-community was 71 years (52% male). Of the common stroke symptoms, we only found significant improvement in the awareness of Face drop (61.7% versus 34.6%, P<0.001) and Dizziness (45.7% versus 27.7%, P<0.001) in post-education survey for responders living in FAST-community. However, for responders living in Stroke 120-community, significant improvement was observed in all stroke symptoms (all P<0.05). As for the ability to recall the meanings of stroke awareness tools, the number of responders who can recall all the meanings of Stroke 120 increased from 0 in pre-education survey to 44 (21.5%) in post-education survey (P<0.001) for responders living in Stroke 120-community. However, among responders living in FAST-community, only 4 (5%) can recall all the meanings of FAST in post-education survey (5% versus 0%, P = 0.47). In the meantime, the proportion of responders who can recall part or all the meanings of them was also higher in Stroke 120-community in post-education survey. ConclusionAmong community-living older residents in Shanghai, Stroke 120 seems to be more suitable than FAST in stroke knowledge promotion.

Abstract TP33: Stroke Navigators: Closing Patient Educational Gaps

Background: A critical component in preventing Cerebral Vascular Accidents (CVA) and Transient Ischemic Attacks (TIAs) is knowledge of risk factors and, signs and symptoms of a stroke, and follow-up care with a neurologist and primary care provider. To prevent readmission to the hospital for a second CVA, a large hospital system outside the District of Columbia has implemented a Nurse-led Stroke Education program. Purpose: Introduction of a full-time Stroke Navigator will improve patient education for Ischemic and TIA patients, through a nurse-led Stroke Education program. Methods: Phase 1: The Stroke Navigator in conjunction with the bedside RN will provide personalized stroke education to patients who suffer from a CVA or TIA. Phase II: The Stroke Navigator will conduct a follow-up phone call of patients discharged with a diagnosis of stroke or TIA within seven days. The phone call will assess patient’s knowledge of their risk factors, the symptoms and symptoms associated with a stroke, medication compliance, and follow-up medical appointment compliance with a Primary Care Provider (PCP) and Neurologist. Results: Data was reviewed from January –May 2021(n=87) prior to the implementation of the stroke navigator role, and from June –July 2021(n=57) after integration of the role. Patients’ follow-up compliance with their PCP increased from 34% to 68%. Follow-up with a neurologist increased from 8% to 44%. Medication Compliance decreased from 99% to 89%. Patients’ knowledge of signs and symptoms of stroke increased from 8% to 18%. Patients’ knowledge of their personal risk factors for stroke decreased from 45% to 35%. Conclusion: Data surrounding implementation of a full time Stroke Navigator has made a positive impact on patient’s post-stroke knowledge and care surrounding follow-up with providers and knowledge of signs/symptoms of stroke. The Stroke Coordinator and Stroke Navigator will continue to measure quality outcomes over time to determine if the stroke education program is continuing to positively impact post-discharge patient care.

Public Awareness of Stroke Recognition, Risk factors and Access to Appropriate Treatment: A Hospital-based Cross-sectional Survey from a Tertiary Referral Centre in Southern India

Introduction : Despite recent advances in treatment, awareness regarding stroke remains low. Only a fraction of eligible patients reach hospital within the window period for thrombolysis. Aim: To assess the public awareness of stroke symptoms, risk factors and access to treatment which will help to design effective and targeted stroke education programs. Materials and Methods: This cross-sectional hospital-based survey was conducted in the neurology outpatient department in Government Medical College, Trivandrum, Kerala, India from October 2020 to March 2021. Adult relatives of patients, attending the neurology outpatient department, were included in the study. Relatives of patients who had current or previous stroke and individuals who had a personal history of stroke were excluded. Participants had to fill out a structured study questionnaire adapted to local socio-cultural practices assessing awareness of organ involved in stroke, warning symptoms, risk factors and treatment seeking behaviour. Descriptive analysis, Chi-square tests and logistic regression were used to analyse awareness about organ involved in stroke, signs and symptoms, risk factors and treatment for stroke. Results: A total of 700 completed questionnaires were collected from the respondents. More than 80% of respondents belonged to the low income group and were from rural areas. Overall, 43.3% of the subjects could not identify the brain as the organ identified in stroke, and 28.9% were able to identify only one symptom of stroke. The most common warning symptom of stroke recognised was difficulty in speaking (59.4%). Hypertension was the most common risk factor for stroke identified (77.7%). Total 31.6% were able to identify only one risk factor for stroke, and 82.4% patients were aware that stroke requires immediate treatment with majority preferring to consult the nearest doctor. Only 15.9% of respondents were aware of the stroke helpline. Only 55.9% of respondents were aware about ambulance services in their region. Conclusion: This study demonstrated low awareness regarding common risk factors like diabetes and smoking on increasing stroke risk. Knowledge regarding stroke helplines, ambulance services and need to rush to hospital emergency department was low. Public stroke education programs should focus on reducing the knowledge gap in these areas.

Effectiveness of a Cultural Stroke Prevention Program in the United States-South Asian Health Awareness About Stroke (SAHAS).

There are few stroke education programs focused on the South Asian population in the United States. The South Asian Health Awareness about Stroke (SAHAS) program was developed to provide culturally appropriate stroke education to South Asians from 2014 to 2017. Participants recruited for the SAHAS program were educated through a uniquely developed, culturally-specific, educational presentation. Each participant was asked to complete identical educational questionnaires both before (pre-) and after (post-) the intervention, which were then scored and evaluated. Overall, the 357 participants who completed the SAHAS program had a significant, modest 9% improvement in questionnaire score (p < 0.0001). After adjusting for confounders, those ≤ 60years had a 2.9-point greater increase in score than those > 60 (p < 0.0001). Having programs targeted and developed for specific minority groups with an emphasis on familial commitment and active participation may aid in raising awareness and reducing the elevated adverse stroke outcomes in South Asians.

Formal Stroke Education Program Effects on OTs’ Competence &amp; Confidence

Abstract Date Presented 03/27/20 This poster presentation will review the methodology and results of a six-week online educational program focused on evidence-based practice in stroke rehabilitation to improve clinical competence and confidence in OT practitioners. Primary Author and Speaker: Michelle Buccinna

A cross-sectional analysis of 2017 stroke symptoms recognition at the US regional level

Stroke symptom recognition is critical in reducing time to treatment, but it is not known whether the increased support for stroke education programs during the last several years has led to an improvement in regional stroke symptom recognition levels since they were last assessed in the mid-2010s. We used the most current estimates of recognition from the 2017 National Health Interview Survey to examine regional recognition levels for individual stroke symptoms and correct identification of all five stroke symptoms. Recognition of individual stroke symptoms was ≥76% in all regions, but correct identification of all stroke symptoms was lower ranging from 68.8 to 70.2%. Recognition of sudden numbness or weakness of face, arm, or leg, especially on one side (Northeast: 94.9%, Midwest: 95.8%, South: 93.8%, West: 94.5%) was the highest and recognition of sudden headache with no known cause (Northeast: 77.6%, Midwest: 76.4%, South: 77.7%, West: 76.5%) was the lowest for all regions. We observed similar stroke symptom recognition levels in each US region with little improvement since the mid-2010s. Additional effort should be made to increase recognition of sudden headache with no known cause in US regions with current high prevalence of stroke risk factors.

A Stroke Reduction Health Plan for Older Adults in Rural Sussex County, Delaware.

Stroke is a leading cause of death and disability among adults age 65 and over in the United States. Modifiable risk factors for stroke include: obesity, poor nutrition, and lack of exercise. Sussex County, Delaware has the highest stroke rate among older adults in the state. Twenty-five percent of the population in Sussex County are 65 and over and about 70% of adults are overweight or obese. Consistent with the social ecological framework, the Stroke Population Risk Tool may be used at the individual level to identify those at an increased risk for stroke and to create individualized stroke specific education. At the community level, local nutrition, fitness, and senior services may be utilized - with older adults at the highest risk profile participating in a 12 week stroke education program focused on risk reduction behaviors, nutrition and exercise classes. At the policy level, the Walkability Assessment Tool may be utilized to encourage local municipalities to identify areas of the county which lack safe spaces to be physically active and to develop a plan to create a more exercise conducive environment. Taken together, the proposal discusses an implementable plan that may, in the long-term, effectively reduce the stroke rates of older adults in Sussex County and allow for the early identification of those at the greatest risk for stroke.

Comprehensive Stroke Education Program (CSEP) on Knowledge and Quality of Life among Patients with Stroke and Burden among Caregivers

Stroke is a global health problem. Rehabilitation is a major part of patient care. The statistics on Cerebrovascular Accident (CVA) quoted by world health organization projects that nearly 15 million people suffer from stroke worldwide each year. Of these, 5 million die and another 5 million are permanently disabled. High blood pressure contributes to more than 12.7 million strokes worldwide. Study objectives were to determine the effectiveness of CSEP on knowledge and Quality of Life (QoL) among patients with stroke and to evaluate the effectiveness of CSEP on knowledge and burden among caregivers. This study was conducted at Sri Ramachandra Medical Centre (SRMC), Chennai-600 116. It is a 1675 bedded multi-specialty hospital. The pretest was conducted in neurology wards and the posttest was conducted at neurology OPD. Permission obtained from ethical committee. Randomized controlled trial research method was adopted. Sample size was 170 dyads (patient+caregiver) in those 85 dyads in each group were recruited by lottery method. Following pretest, CSEP was implemented to the study group dyads. Posttests were taken on 30th day, 90th day and 180th day at neurology OPD for both the groups. Comparison of mean scores of knowledge on stroke between the study and control group showed the level of knowledge found to be high among study group patients at p&lt;0.001. The mean scores of ADL in the study group was statistically significant at p&lt;0.05 level. The mean scores of Physical Component Summary (PCS) and Mental Component Summary (MCS) showed statistically significant at p&lt;0.05. Overall mean scores of Stroke Specific Quality of Life (SSQOL) in the study group were found to be significant at p&lt;0.01. Study group caregiver’s knowledge on stroke was statistically significant at p&lt;0.01. The burden mean scores were higher among control group than the study group caregiver.