The Effect Of Face-To-Face and Online-Education Provided To İndividuals With Atrial Fibrillation On Medication Adherence and Satisfaction
- Conditions
- Atrial Fibrillation
- Interventions
- Other: Face-to-face educationOther: Online education
- Registration Number
- NCT06233721
- Lead Sponsor
- Cumhuriyet University
- Brief Summary
This randomized controlled study was conducted to investigate the effects of face-to-face Education and tele-education given to individuals with atrial fibrillation taking oral Anticoagulants on their medication compliance and satisfaction levels.
The study sample comprised 150 individuals. Of them, 50 were assigned to the control Group, 50 in the experimental group 1, and 50 for the experimental group 2.
Data were collected by the Descriptive Information Form, Medication Compliance Notification Scale and Duke Anticoagulant Satisfaction Scale. The Intervention Group 1 Was given face-to-face education. The Intervention Group 2 was given tele-education.
The control group underwent no intervention.
- Detailed Description
This randomized controlled study was conducted to investigate effects of face-to-face education and tele-education given to individuals with atrial fibrillation taking oral anticoagulants on their medication compliance and satisfaction levels. The study sample comprised 150 individuals. Of them, 50 were assigned to the control group, 50 to the experimental group 1, and 50 to the experimental group 2. Data were collected with the Descriptive Information Form, Medication Compliance Notification Scale and Duke Anticoagulant Satisfaction Scale. The Intervention Group 1 was given face-to-face education. The Intervention Group 2 was given tele-education.
The control group underwent no intervention. The scales were administered to all the groups twice, at the first and last interviews. Frequency, percentage calculation, Chi-square test, significance test between two means, one-way analysis of variance, Wilcoxon sign test, Fisher test, Bonferroni test and dependent groups t test were used in the analysis of data. The intra-group analysis demonstrated that the Medication Compliance Notification Scale score of the intervention group 1 (face-to-face education group) increased significantly in the final measurement compared to those of the control group and intervention group 2 (tele-education group) (p=.000). The inter-group analysis demonstrated that Duke Anticoagulant Satisfaction Scale scores of the three groups statistically significantly different. The difference stemmed from the intervention group 1.
Face-to-face education given to individuals with atrial fibrillation on oral anticoagulants improved their medication compliance and medication satisfaction levels. Nurses should primarily use face-to-face education in the care and education programs of individuals with atrial fibrillation.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 150
- 18 years and over
- Diagnosed with Atrial fibrillation (AF) for at least a year
- Had been using oral anticoagulant (OACs) for at least 3 months
- Had a smart phone
- Had not previously taken any training on oral anticoagulant medication treatment
- The individuals who had disorders that would affect training and experienced complications such as active hemorrhage related to oral anticoagulant use
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Face-to-face education group Face-to-face education Identifying Information Form (IIF), Medication Adherence Report Scale (MARS), and Duke Anticoagulation Satisfaction Scale (DASS) were applied to the face-to-face group in the first interview. They were provided with face-to-face education on the determined date and in the specified environment. At the end of the education, education booklet was given to the individuals. Then, an appointment was made for a month later in hospital environment. In the interview held one month later, the scales were applied again for the last time. Online education group Online education IIF, MARS, and DASS were also applied to the online education group in the first interview. On the predetermined date and time, online education was given to individuals through video calls held on TEAMS, Google MEET, or WhatsApp. Then, the education booklet was sent to the participants through the application. An appointment date was determined to have another interview a month later. In the interview held a month later, the relevant scales were applied for the last time. At the end of the education, an evaluation was made, and the parts that were seen to be deficient and the issues/questions that the participants raised were repeated. Accordingly, the individuals in both intervention groups were requested to come for control a month later, and the scales were applied for the last time. Education was provided to the participants by the same researcher using the two methods, and the same education content and booklet was used.
- Primary Outcome Measures
Name Time Method Identifying Information Form (IIF) 1 month The form developed by the researchers by reviewing the literature consisted of 14 questions regarding the individuals' sociodemographic characteristics (age, gender, marital status, occupation, etc.) and disease characteristics (presence of a chronic disease, etc.)
Duke Anticoagulation Satisfaction Scale (DASS) 1 month The 7-point Likert type scale has 25 items under three subscales. High scores obtained from the scale show low medication satisfaction. The highest and lowest scores to be obtained from the scale are 175 and 25, respectively.
Medication Adherence Report Scale (MARS) 1 month The 5-point Likert type scale has five items. The total scale score is calculated by summing all item scores. The score to be obtained from the scale ranges between 5-25. High scores obtained from the scale show better medication adherence.
- Secondary Outcome Measures
Name Time Method
Trial Locations
- Locations (1)
Ankara bilkent city hospital
🇹🇷Çankaya, Turkey