David W. Baker|Darren A. DeWalt|Dean Schillinger|Victoria Hawk|Bernice Ruo|Kirsten Bibbins?Domingo|Morris Weinberger|Aurelia Macabasco?O’Connell|Kathleen Grady|Mark Holmes|Brian Erman|Kimberly A. Broucksou|Michael Pignone
The Effect of Progressive, Reinforcing Telephone Education and Counseling Versus Brief Educational Intervention on Knowledge, Self-Care Behaviors and Heart Failure Symptoms
Northwestern University|University of North Carolina at Chapel Hill|San Francisco General Hospital|University of California, San Francisco|University of North Carolina at Chapel Hill|Northwestern University|San Francisco General Hospital|University of California, San Francisco|University of North Carolina at Chapel Hill|Olive View-UCLA Medical Center|University of California, Los Angeles|Northwestern University|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill
optimal strategy promoting selfcare heart failure hf unclearwe conducted randomized trial determine whether teach goal ttg educational behavioral support program provided incremental benefits brief 1 hour educational intervention bei knowledge selfcare behaviors hfrelated quality life hfqol ttg program taught use adjusteddose diuretics reinforced learning goals behaviors 5 8 telephone counseling sessions 1 month participants n 605 mean age 61 years 37 marginal inadequate literacy 69 ejection fraction 045 31 class iii iv symptoms ttg group greater improvements general salt knowledge p 001 greater increases selfcare behaviors mean 48 76 ttg vs 52 67 bei p 001 hfqol improved 585 646 ttg group change bei group 647 639 p 001 difference change scores improvements similar regardless participants literacy leveltelephone reinforcement learning goals selfcare behaviors improved knowledge health behaviors hfrelated qol compared single education session