Supportive Educational Intervention Research Articles

Efficacy of Educational Intervention on Decision Conflict

Background: Decision conflict usually occurs from poor patient involvement in decision making which may cause regrets about the options that were chosen. Health professionals should impart antenatal education to enhance a mother’s belief about her birthing. Objective: To assess the effect of supportive educational intervention on decision conflict among primipara mothers with a fear of childbirth (FOC). Methods: An randomized controlled trial (RCT) was conducted on 205 primipara mothers with an FOC attending Gynae OPD. At 24–28 weeks of pregnancy, mothers were screened for FOC WDEQ-A and then randomly allocated to the experimental (103) and control group (102) and assessed for decision conflict by using a decisional conflict scale. The experimental group was given Supportive educational intervention. At 37–38 weeks of pregnancy, both groups were again assessed for decision conflict. Three participants from the experimental and two from the control group were lost to follow up and the final post-test was completed by 200 participants. Data analysis was done by calculating frequency, mean, standard deviation, Fisher Exact test, chi-square, t-test and F-test using SPSS version 18. Results: There was a significantly lower post-intervention decision conflict score in the experimental group as compared to the control group ( p < .001). No difference was observed in the pre-test score in both groups. Conclusion: Supportive educational intervention was effective in primipara mothers for reducing decision conflict. Improving antenatal emotional well-being will lead to a positive childbirth experience with better perinatal outcomes.

Supportive Educative in Improving the Readiness of the Anticipatory Phase of Primigravida Towards Achieving the Maternal Role

Background: Primigravida mothers experience psychological changes, especially before delivery, related to the readiness of the anticipatory phase towards achieving the maternal role. Providing supportive education by health workers, husbands, and families can be a supporting factor in the readiness of pregnant women for the anticipatory phase. This study aims to determine the effect of supportive education on the readiness of the anticipatory phase in primigravida mothers towards achieving the role of mothers in the work area of the Pogalan Health Center, Trenggalek Regency. Methods: This research design was pre-experimental, involving 42 respondents through total sampling. The independent variable was supportive education, and the dependent variable was the readiness of the anticipatory phase towards achieving the mother's role, which is measured using a questionnaire Results: The results showed that the criteria for the readiness of the anticipatory phase before being given supportive educative intervention were mostly (66.7%) of respondents in the high category, and after the intervention, the majority (86.7%) of respondents had high readiness. Analysis with the Wilcoxon test obtained a value of = 0.008 (< 0.05), indicating a supportive educative effect on the readiness of the anticipatory phase in primigravida mothers towards the achievement of maternal roles. Conclusion: Supportive Educative can increase the mother's knowledge so that her understanding of pregnancy improves, her perception becomes positive, and she feels more confident that she is more prepared to undergo pregnancy and ready for the delivery process. Supportive education can be one method for improving the process of adaptation to the achievement of the mother's role

Psychosocial interventions for carers of people with severe mental and substance use disorders: a systematic review and meta-analysis.

Severe mental disorders - such as schizophrenia, bipolar disorder, and substance use disorders - exert a negative impact not only on affected people but also on their carers. To support carers of people with severe mental disorders, several psychosocial interventions have been developed. This systematic review and meta-analysis aimed to assess whether psychosocial interventions for carers of persons with schizophrenia, bipolar disorder, or substance use disorders produce benefit/harm with respect to a series of outcomes - including subjective and objective burden, depressive symptoms, well-being/quality of life, sleep, skills/knowledge, self-efficacy, physical health - as compared to standard support/support as usual or other control conditions. In carers of persons with schizophrenia, psychoeducational interventions were associated with significant improvement in personal burden, well-being, and knowledge about the illness; and a supportive-educational intervention with an improvement in personal burden. In carers of persons with bipolar disorder, psychoeducational interventions were associated with significant improvement in personal burden and depressive symptoms; family-led supportive interventions with an improvement in family burden; family-focused intervention and online "mi.spot" intervention with a significant reduction in depressive symptoms. Psychosocial interventions used for carers of persons with substance use disorders were found to be overall effective on the level of well-being, but the low number of trials did not allow detection of differences between the various psychosocial interventions. The quality of the evidence ranged from very low to moderate, suggesting the need for further better-quality research.

A Qualitative Exploration of PrEP Interests, Barriers, and Interventions Among Black and Latina Cisgender Women in the U.S.

Black and Latina cisgender women (BLCW) are disproportionally affected by HIV, particularly in the southern U.S. In Austin, Texas, Black women contract HIV 18.4 times more and Latinas 2.6 times more compared to White women. Pre-exposure prophylaxis (PrEP) is a medication that prevents contracting HIV; however, PrEP adoption among women is low. The current qualitative study aimed to explore PrEP awareness, interest, preferred PrEP administration methods, barriers to PrEP adoption, and future programs to increase PrEP adoption and adherence among BLCW. A total of 18 BLCW at high risk for HIV were enrolled. Participants completed 3 semi-structured interviews across 3 months. Interviews were transcribed verbatim, coded, and analyzed using thematic content analysis. Results demonstrated that BLCW had low PrEP awareness, high initial PrEP interest, and were interested in a long-acting injectable form of PrEP. Barriers to PrEP adoption included concerns regarding side effects, concerns about adherence to the currently available daily pill, and difficulty with insurance. Participants proposed different ideas for interventions, including support groups, education, community-level programs, and structural interventions. Future studies should focus on increasing PrEP awareness and HIV risk, consider alternative forms of PrEP, educate providers and medical staff on PrEP, and consider tailored interventions to reduce HIV risk among BLCW.

The Effect of a Supportive Educational Intervention Through Virtual Social Networks on Sleep Quality and Insomnia of Patients with Cancer.

Sleep disturbances are very common among cancer patients, and they need more support in this regard. More access to technology has provided opportunities to use virtual teaching methods to educate and support cancer patients. This study aimed to investigate the effect of supportive educational intervention (SEI) through virtual social networks (VSNs) on the sleep quality and the severity of insomnia of cancer patients. The study was conducted on 66 patients with cancer: intervention (n = 33) and control (n = 33) groups (CONSORT). Intervention group received supportive educational intervention on sleep for 2months through virtual social networks (VSNs). All participants completed the Pittsburgh Sleep Quality Index and insomnia severity index (ISI) before and after the intervention. The mean scores of sleep quality (p = .001) and insomnia severity (p = .001) in the intervention group had a statistically significant decrease. Moreover, quality, latency, duration, efficiency, disturbances of sleep, and daytime dysfunction showed significant improvement in the intervention group, every two times after the intervention (p < .05). However, the participants' sleep quality deteriorated progressively in the control group (p = .001). Supportive educational intervention (SEI) through VSNs can be an effective method to improve sleep quality and decrease insomnia severity of patients with cancer.Trial registration number: RCT20220528055007N1Date of registration: 2022-08-31(retrospectively registered).

Carer preparedness improved by providing a supportive educational intervention for carers of patients with high-grade glioma: RCT results

BackgroundHigh-grade glioma (HGG) is a rapidly progressing and debilitating disease. Family carers take on multiple responsibilities and experience high levels of distress. We aimed to deliver a nurse-led intervention (Care-IS) to carers to improve their preparedness to care and reduce distress.MethodsWe conducted a randomised controlled trial (ACTRN:12612001147875). Carers of HGG patients were recruited during patients’ combined chemoradiation treatment. The complex intervention comprised four components: (1) initial telephone assessment of carer unmet needs; (2) tailored hard-copy resource folder; (3) home visit; and, (4) monthly telephone support for up to 12 months. Primary outcomes included preparedness for caregiving and distress at 2, 4, 6 and 12 months. Intervention effects were estimated using linear mixed models which included a time by group interaction. Secondary outcomes included anxiety, depression, quality of life, carer competence and strain.ResultsWe randomised 188 carers (n = 98 intervention, n = 90 control). The intervention group reported significantly higher preparedness for caregiving at 4 months (model β = 2.85, 95% CI 0.76–4.93) and all follow-up timepoints including 12 months (model β = 4.35, 95% CI 2.08–6.62), compared to the control group. However, there was no difference between groups in carer distress or any secondary outcomes.ConclusionsThis intervention was effective in improving carer preparedness. However, carer distress was not reduced, potentially due to the debilitating/progressive nature of HGG and ongoing caring responsibilities. Future research must explore whether carer interventions can improve carer adjustment, self-efficacy and coping and how we support carers after bereavement. Additionally, research is needed to determine how to implement carer support into practice.

The Effect of Supportive-Educational Interventions on Stress and Adaptation to Maternal Role: A Quasi-Experimental Study.

Preterm delivery is a stressful event and stress can affect adaptation to maternal role. The purpose of this study is to determine the effect of supportive-educational interventions on stress and adaptation to the maternal role among women with premature infants hospitalized in the neonatal intensive care unit. This quasi-experimental study was conducted on 60 women with premature infants hospitalized in the neonatal intensive care unit. A control group (n = 30) was initially selected from eligible female participants. Sampling was stopped for three weeks and then the intervention group was sampled. The entire sampling process was carried out from December 2018 to June 2019. The control group received usual care at the hospital and the intervention group (n = 30) received three sessions of supportive-educational intervention in addition to routine care. Data were collected through the perceived stress and the maternal role adaptation questionnaires completed by both groups at the time of infant discharge, and also at the follow-up period (one month after discharge). The results showed that maternal stress score changed considerably over time and a significant difference between the two groups was observed (P < 0.05). Additionally, adaptation to the maternal role changed substantially over time and the difference between the two groups was statistically significant (P < 0.05). The supportive-educational program reduced the stress of mothers with premature infants hospitalized in the neonatal intensive care unit and increased their adaptation to the maternal role.

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

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.

The Effect of Supportive Educational Intervention on Perceived Stress and Severity of Chemotherapy-Related Neuropathy in Breast Cancer Patients

Background: The nature of breast cancer (BC) and its treatment is such that it leads to physical and psychological complications. Objectives: The present study aimed to determine the effect of supportive educational intervention on the perceived stress and severity of chemotherapy-related neuropathy in BC patients. Methods: This quasi-experimental study was carried out on 60 women suffering from BC in Zahedan, Iran, in 2020. The patients were selected using the convenience sampling method and randomly assigned into two groups of intervention and control. The patients in the intervention group received four 45-minute sessions about the common problems of BC on a weekly and individual basis. The control group received only routine ward care. Data collection tools were the Perceived Stress Scale (PSS) developed by Cohen and Leeds Assessment of Neuropathic Symptoms and Signs (LANSS) Pain Scale. Data were collected before the intervention and six weeks after the intervention. Data analysis was performed using SPSS 22 software. Results: The results of independent t-test showed that the mean and standard deviation of perceived stress score in the intervention group decreased from 56.8 ± 5.92 to 50.36 ± 3.89 (P &lt; 0.001), and in the control group decreased from 55.6 ± 3.65 to 54.8 ± 3.53 (P = 0.258). The mean and standard deviation of neuropathy severity score in the intervention group decreased from 12.90 ± 1.66 to 8.43 ± 2.16 (P &lt; 0.001), and in the control group increased from 12.56 ± 2.28 to 13.03 ± 1.93 (P = 0.276). The independent t-test showed that after implementing the supportive educational intervention, there was a significant difference between the two groups in terms of mean and standard deviation of neuropathy severity score (P &lt; 0.001). Conclusions: According to our results, supportive educational intervention reduced the perceived stress and severity of neuropathy. Thus, it is necessary to include these supportive interventions in educational and care programs to improve patients’ psychological status and reduce stress and neuropathy.

The Role of Self-Care Activities (SASS-14) in Depression (PHQ-9): Evidence From Slovakia During the COVID-19 Pandemic.

In the ongoing situation, when the world is dominated by coronavirus disease 2019 (COVID-19), the development of self-care programs appears to be insufficient, while their role in mental health may be crucial. The aim of the study was to evaluate the associations between self-care activities and depression in the general Slovak population, but also in its individual gender and age categories. This was achieved by validating the self-care screening instrument, assessing differences, and evaluating the associations using quantile regression analysis. The final research sample consisted of 806 participants [males: 314 (39%), females: 492 (61%)] and data were collected through an online questionnaire from February 12, 2021 to February 23, 2021. Patient Health Questionnaire (PHQ-9) for depression (α = 0.89) and Self-Care Activities Screening Scale (SASS-14) [health consciousness (HC) (α = 0.82), nutrition and physical activity (NPA) (α = 0.75), sleep quality (SLP) (α = 0.82), and interpersonal and intrapersonal coping strategies (IICS) (α = 0.58)] were used as screening measures. Mild depressive symptoms were found in 229 participants (28.41%), moderate depressive symptoms in 154 participants (19.11%), moderately severe depressive symptoms in 60 participants (7.44%) and severe depressive symptoms in 43 participants (5.33%). The main findings revealed the fact that individual self-care activities were associated with depression. This supported the idea that well-practiced self-care activities should be an immediate part of an individual's life in order to reduce depressive symptoms. Sleep quality played an important role, while HC indicated the need for increased attention. Other dimensions of self-care also showed significant results that should not be overlooked. In terms of depression, females and younger individuals need targeted interventions. The supportive educational intervention developed based on the self-care theory can help manage and maintain mental health during a stressful period, such as the COVID-19 pandemic. Health policy leaders should focus on health-promoting preventive self-care interventions, as the demand for them increases even more during the pandemic.

Impact of Midwife-led Supportive Educational Intervention on Perinatal Outcome among Fearful Primipara Mothers

The aim of the study was to develop and assess the effect of supportive-educational intervention on perinatal outcome among primipara mothers with a fear of childbirth. This randomized controlled trial was conducted on 205 primipara mothers with a fear of childbirth attending a Gynae OPD. At 24-28 weeks of pregnancy primipara mothers were screened for fear of childbirth WDEQ-A and then randomly allocated to experimental and control group. Within one week of delivery perinatal outcome was assessed with help of self-made checklist. After the interventions, there were signi cant differences between groups on post-intervention scores for term of delivery and newborn birth weight at p&lt;0.001. Based on the results of the study it can be concluded that supportive educational intervention was effective in primipara mothers for positive birth outcome.

The effects of an interdisciplinary supportive educational program on anxiety among patients undergoing cataract surgery

Background: In most ophthalmic surgeries, patients are conscious or semi-conscious, and hence, they may experience varying levels of anxiety during surgery. Objectives: The aim of this study was to evaluate the effects of an interdisciplinary supportive educational program on anxiety among patients undergoing cataract surgery (CS). Methods: This quasi-experimental study was carried out in February–August 2019 using a two-group pretest–posttest design. Participants were 64 patients with cataract who were referred to Feiz Hospital, Isfahan, Iran, for undergoing CS. They were consecutively recruited and randomly assigned to either a control or an intervention group. Data were collected using a demographic questionnaire and Spielberger State-Trait Anxiety Inventory. Participants in the intervention group received an interdisciplinary supportive educational intervention, while their counterparts in the control group received routine care services. State anxiety and trait anxiety were assessed both on the sampling day and after regaining full postoperative consciousness. Data analysis was done via the independent and the paired samples t-, the Mann–Whitney U-, and the Chi-square tests. Results: There were no statistically significant differences between the intervention and the control groups respecting the pretest mean scores of state anxiety (35.25 ± 8.51 vs. 35.72 ± 9.43; P = 0.83) and trait anxiety (38.25 ± 7.002 vs. 39.16 ± 8.58; P = 0.64). However, there were statistically significant differences between the groups regarding the posttest mean scores of state anxiety (28.66 ± 10.39 vs. 34.84 ± 9.36; P = 0.02) and trait anxiety (31.76 ± 8.51 vs. 38.13 ± 10.29; P = 0.01). Conclusion: As a simple and inexpensive intervention, an interdisciplinary supportive and educational program through both face-to-face communication and telecommunication methods is effective in significantly reducing anxiety among patients undergoing CS.

Effect of a Brief Supportive and Educational Intervention on the Psychological Well-Being of Mothers with Babies in Neonatal Wards of a Tertiary Hospital in Ibadan, Nigeria.

OBJECTIVETo assess the effect of a supportive educational intervention on the psychological wellbeing of mothers whose babies were admitted to Neonatal Care Unit (NCU) in Nigeria.METHODSControlled trial involving 41 mothers whose babies were consecutively admitted into two NCUs (21 in the intervention group and 19 controls). The intervention group received two group-based sessions which included psychological coping strategies, and familiarity with NCU environment, equipment, personnel and procedures. The control group received usual care. Outcome measures were depressive symptoms (Edinburg Postnatal Depression Scale—EPDS), stress-related to NCU (Parental Stressor Scale: Neonatal Intensive Care Unit—PSS: NICU) and post-traumatic symptoms (Impact Event Scale-Revised—IES-R).RESULTSDifference-in-Differences (DiD) analysis showed a difference of −4.70 in PSS: NICU score in favour of the intervention group which was statistically significant [F(3, 75) = 9.47, p < 0.0001, R2 = 0.28]. The differences in EPDS (0.91) and IES-R (2.55) were not statistically significant [F(3, 75) = 10.10, p = 0.74] and [F(3, 75) = 10.13, p = 0.73], respectively. All the mothers in the treatment group expressed satisfaction with the intervention.CONCLUSIONThis brief group-based supportive educational intervention for mothers with babies in NCU was feasible, acceptable and helpful in reducing stress related to NCU. Larger controlled trials are recommended to establish the generalizability of these findings in this region.LAY SUMMARYBabies born too early and or with complications require admission to special hospital called Neonatal Care Unit (NCU) to help them to survive. However, parents whose babies are admitted to NCU can find the experience frightening. We examined how to reduce the fear and stress mothers in Nigeria experience when their babies are admitted to NCU.We had two groups of mothers. The first group made up of 21 mothers was taught how to cope with the stress of having a baby in NCU. They were also shown how the various equipment in the NCU work, what the staff in NCU do and what types of things need to be done to help their babies. The second group of 19 mothers received usual care but did not have the extra teaching the first group received. After 2 weeks, we checked the level of depression and stress the mothers in both groups had compared with the level before the first group received the extra teaching.We found that mothers in the first group who received the extra teaching were less stressed about having their babies in the NCU compared with the mothers that did not receive the teaching.

Peri-discharge complex interventions for reducing 30-day hospital readmissions among heart failure patients: overview of systematic reviews and network meta-analysis.

An overview of systematic reviews (SRs) and network meta-analysis (NMA) was conducted to synthesize evidence of comparative effectiveness of different peri-discharge complex interventions for reducing 30-day hospital readmissions among heart failure (HF) patients. We searched five databases for SRs from their inception to August 2019 and conducted additional search for randomized controlled trials (RCTs) published between 2003 and 2020. We used random-effect pairwise meta-analysis with pooled risk ratios (RRs) and 95% confidence intervals (CIs) to quantify the effect of complex interventions, and NMA to evaluate comparative effectiveness among complex interventions. Primary outcome was 30-day all-cause hospital readmissions, while secondary outcomes were 30-day HF-related hospital readmissions, 30-day mortality, and 30-day emergency department visits. From 20 SRs and additional RCT search, 21 eligible RCTs (n = 5362) assessing eight different peri-discharge complex interventions were included. Pairwise meta-analysis showed no significant difference between peri-discharge complex interventions and controls on all outcomes, except that peri-discharge complex interventions were significantly more effective than controls in reducing 30-day mortality (pooled RR = 0.68, 95% CI: 0.49-0.95, 5 RCTs). NMA indicated that for reducing 30-day all-cause hospital readmissions, supportive-educative intervention had the highest probability to be the best intervention, followed by disease management; while for reducing 30-day HF-related hospital readmissions, disease management is likely to be the best intervention. Our results suggest that disease management has the best potential to reduce 30-day all-cause and HF-related hospital readmissions. Benefits of the interventions may vary across health system contexts. Evidence-based complex interventions require local adaptation prior to implementation.

Intervention Supportive Educative System Based on Self Care and Family Centered Nursing Model to Family Support in Teaching Cough Ethics and Correct Sputum Disposal of TBC Patients at Sanggau Ledo Health Center, Bengkayang District

Tuberculosis is an infectious disease that attacks the lungs characterized by granuloma formation and causes tissue necrosis, a direct infectious disease caused by the TBC germ (mycobacterium tuberculosis). Problems that often arise in tuberculosis sufferers are about knowledge, activities and psychosocial family support. Purpose: this study was to determine a supportive educative system intervention based on self-care and family centered nursing models for family support in teaching cough and sputum disposal properly. Methods: The research design used was quantitative with a Quasi Experimental design pre-test post-test without control group. The sample in this study was 20 samples taken before and after the intervention. Results: based on the bivariate analysis of knowledge, activity, and family support with the Wilcoxon test, it shows that in the intervention group after education, this self-care based system affects people with tuberculosis, the variable knowledge with p value 0,000, activity (behavior) with p value 0,000 and family support p. value 0.050, which means p value &lt;α 0.050, this study shows that there is a difference in scores of supportive educative system interventions based on self-care and family centered nursing models on family support in teaching cough and sputum disposal properly. Suggestion: This study recommends that poly pulmonary health services provide a supportive educative system intervention based on self-care and family centered nursing models for family support in teaching cough and sputum disposal in TBC patients.

The effects of a supportive-educational intervention on women with type 2 diabetes and diabetic peripheral neuropathy: a randomized controlled trial

Purpose: To determine the effect of a supportive educational intervention based on the Orem self-care model on women with type 2 diabetes and diabetic peripheral neuropathy. Design: A randomized controlled trial. Setting: Hospital outpatient diabetes clinic. Subjects: Adult women with type 2 diabetes and mild-to-moderate diabetic peripheral neuropathy. Out of 410 patients, 120 diabetic patients were recruited and randomly assigned to trial group (N = 60) and control group (N = 60). Intervention: The trial group received a designed intervention consist of one-month supportive educational program with three months of follow-up (totally four months), based on self-care requisites according to the Orem self-care regarding diabetic peripheral neuropathy. The control group only received a routine care program in the diabetes clinic. Main measurements: The main outcomes were symptoms and severity of diabetic neuropathy. Further outcomes were fasting blood sugar and glycosylated hemoglobin. Results: By the end of the intervention, the number of participants reduced from 60 to 58 in the trial group and to 57 in the control group (totally 115). The intervention significantly decreased mean score of diabetic neuropathy symptoms (trial group: 3.26 vs. control group: 9.57, P = 0.001), severity (trial group: 5.86 vs. control group: 9.02, P = 0.001), fasting blood sugar (trial group: 151 vs. control group: 204, P = 0.001), and glycosylated hemoglobin (trial group: 7.85 vs. control group: 8.62, P = 0.004). Conclusion: Delivering a supportive-educational intervention based on the Orem self-care model on outpatient diabetes clinic can decrease the symptoms and severity of diabetic peripheral neuropathy. Trial registration: It was registered in the Iranian Registry of Clinical Trials (IRCT2015021521095N1).

The Effect of a Supportive-Educational Intervention on Maternal-Fetal Attachment of Pregnant Women Facing Domestic Violence: A Randomized Controlled Trial

BackgroundOne of the consequences of violence during pregnancy is impaired mother-fetus attachment.ObjectivesThe present study aimed at determining the effect of supportive-educational intervention on maternal-fetal attachment in pregnant women facing domestic violence.MethodsThe current study was conducted on 100 pregnant women subjected to domestic violence by their husbands. The subjects were selected using convenience sampling method and were randomized to the intervention and control groups. The intervention group received four sessions of individual supportive-educational intervention, while the control group were provided with routine care during the same period. Data were collected using the Cranley maternal- fetal attachment scale in the two groups and analyzed by statistical tests eight weeks after the intervention.ResultsAfter the intervention, the mean maternal-fetal attachment score was significantly higher in the intervention group than the control group (80.36 ± 6.75 vs. 65.50 ± 6.78; P = 0.0001).ConclusionsThe study results showed that supportive-educational intervention was effective in promoting maternal-fetal attachment. Therefore, it was recommended that such interventions be integrated in the prenatal care programs of pregnant women facing domestic violence.

Exclusive Breastfeeding Knowledge, Intention to Practice and Predictors among Primiparous Women in Enugu South-East, Nigeria.

Breastfeeding is considered as the most complete nutritional source for infants because breast milk contains the essential carbohydrates, fats, proteins, and immunological factors needed for infants to thrive and resist infection in the formative first year of life. Knowledge of exclusive breastfeeding (EBF) among women is essential when promoting optimal breastfeeding practices. This cross-sectional descriptive survey assessed knowledge and intention to practice EBF and its associated factors during pregnancy among primiparous women in selected communities in Enugu State, Nigeria. A total population study that applied inclusion criteria was used to recruit 201 primiparous mothers attending their third trimester antenatal care from selected health facilities in rural and urban communities in Enugu State. A researcher-developed questionnaire was used to collect data on participants' knowledge and intention to practice EBF. Descriptive statistics of frequency, percentage, mean, and standard deviation were used to summarize categorical and continuous variables while Chi-square and Wald statistic tests predicted demographic data associated with knowledge status and intention to practice EBF of the participants. More than half (58.7%) of primiparous mothers had inadequate knowledge of EBF and only 62.7% had intention to exclusively breastfeed for 4–6 months. The Chi-square test result showed significant difference in the participants' place of residence (p = 0.024), EBF knowledge sources (p = 0.001), and EBF knowledge. The Wald statistic in Logistic regression model indicated the coefficient of age (p = 0.026), educational attainment (p = 0.046), EBF knowledge (p = 0.016), and sources of information about EBF (p = 0.027) to be significant predictors of good intention to practise EBF. Poor EBF knowledge and intention to practice in this population may be improved by combining facility-based and in-house methods of breastfeeding counseling, education, and support especially to intending and expectant mothers. Further studies are needed to be done using the multiparous women as well as assessing the effects of in-house EBF supportive-educative intervention to improve breastfeeding outcomes.

Effectiveness of supportive educational intervention on knowledge, self-care behavior, disease activity and health status among arthritis patients

&lt;p class="abstract"&gt;&lt;strong&gt;Background:&lt;/strong&gt; Arthritis is the group of conditions affecting the joints and typically causes swelling, pain and stiffness. Osteoarthritis &amp;amp; rheumatoid arthritis are the most common type of arthritis. Patient education should lead not only to changes in knowledge, but also to changes in behavior and in health status. Objective of the study was to assess effectiveness of supportive educational intervention on knowledge, self-care behaviour, disease activity and health status among arthritis patients.&lt;/p&gt;&lt;p class="abstract"&gt;&lt;strong&gt;Methods:&lt;/strong&gt; Pre-experimental, one group pre-test post-test research design (O&lt;sub&gt;1&lt;/sub&gt; × O&lt;sub&gt;2&lt;/sub&gt;) was used. Total 20 patients of osteoarthritis and rheumatoid arthritis were selected for the study by purposive sampling technique.&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;&lt;p class="abstract"&gt;&lt;strong&gt;Results:&lt;/strong&gt; There was very high statistical significant difference in the mean pre-test and post test score of knowledge, self-care behavior, disease activity and health status among arthritis patients at p value was 0.001 level of significance. The study found significant fair correlation between knowledge gain score and self-care behaviour gain score, self-care behaviour gain score and reduction of disease activity and self-care behaviour gain score and health status at p value was 0.01 level of significance.&lt;/p&gt;&lt;p class="abstract"&gt;&lt;strong&gt;Conclusions:&lt;/strong&gt; Study concludes that supportive educational intervention is effective to enhance knowledge, self-care behaviour &amp;amp; health status among arthritis patients.&lt;/p&gt;

230 - Heart Failure Academy: Outpatient, Non-clinical Education Class that Reduces Readmissions and Improves Self-care

HF is a chronic disease that affects nearly 6 million people and one million hospitalizations in US annually. It is the leading cause of hospitalizations in adults >65, high burden of health care costs and one of the highest rates for readmissions. Education provided to patients regarding this chronic disease has been shown to be helpful, with studies showing trends toward lower all-cause mortality, length of stay, hospital costs and improvement of quality of life scores. However, research has shown that education concentrated during inpatient stay is retained in only 30% of patients. There is rising interest for alternative educational program formats to implement at centers across the US. Our site developed a focused, outpatient education program for people with HF and their family/caregivers called the “Heart Failure Academy (HFA)”. This promoted wellness & health decisions as well as increased specific understanding of HF & self-care management. Method: HFA is a disease specific educational class provided in an outpatient, non-clinical setting to patients and caregivers. A 2.5 hour session was provided at the site of hospitalization which focused disease management, self-care and community resource identification. Participants were identified during hospitalization and provided information on the course. HF clinic visits also emphasized participation and benefit to patient and caregivers. Participants were encouraged to 1-Bring a family member or support person 2-Identify additional questions/issues to discuss with physician 3-Identify at least one health practice that they could commit to improve their health & quality of life. Course was developed with inter-disciplinary approach lead by a dedicated RN. Support provided by pharmacy, cardiac rehabilitation, dietician, palliative care, exercise physiologist, community social services and mental health. Results: From October 2015-May 2016, The HFA had 65 patients & 44 family members attend and complete the session. There was a reduction in HF readmissions from 15.2 to 12.5/month since initiating HFA. A survey was implemented post-session to assess understanding and benefits. Results showed that 94% reported HFA was “beneficial” or “very beneficial” to their health, 6% reported HFA identified questions they now want to ask their physician about their health, 86% identified at least 1 community resource they plan to use and 74% identified at least 1 health practice change. Conclusion: Results demonstrate this supportive-educational intervention can have an improvement in the participant's level of understanding of their disease process and appears to decrease readmission rates. The HFA appears to also empower patients to ask questions, discuss issues and become an active participant within their health care team. Allowing and encouraging the participation of family and care givers has also shown to be beneficial. Further studies are needed to evaluate the ability to retain education and improve outcomes.