APPROPRIATE EDUCATIONAL INTERVENTIONS IN PATIENTS WITH HEART FAILURE: A SCOPING REVIEW

Abstract

This review aimed to determine effective educational intervention in heart failure patients. The method of searching for articles, based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, utilized three databases, namely Google Scholar, PubMed, and Science Direct.  Inclusion and exclusion criteria for such searching were determined using the Population, Intervention, Comparison, Study design (PICOS) method.  A total of 645 articles were retrieved (523 from Google Scholar, 78 from Science Direct, 44 from PubMed), and 57 duplicates were eliminated.  Following screening, 565 out of 588 articles were excluded as they did not meet the inclusion criteria which were (1) being written in English, (2) focusing on heart failure patients, (3) being randomized control trials and (4) full-text articles were available.  Articles that did not use educational interventions in heart failure patients and gray literatures (dissertations and books) were also excluded.  Finally, 23 articles were eligible and were analyzed in this review.  The most of educational programs for heart failure patients consist of several sessions delivered over a period of time.  Follow-up after education is needed to monitor the patient’s ability to adapt to the treatment regimen.  Educational intervention is essential for empowering heart failure patients to be knowledgeable and actively involved in their self-care.  Providing appropriate education could increase knowledge and help improve self-care behavior in heart failure patients.