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Heart Lung. 2015 Nov-Dec;44(6):474-80. doi: 10.1016/j.hrtlng.2015.09.004. Epub 2015 Oct 13.

Knowledge and exercise behavior maintenance in cardiac rehabilitation patients receiving educational interventions.

Author information

1
Exercise Sciences Department, Faculty of Kinesiology & Physical Education, University of Toronto, Toronto, Canada; Cardiac Rehabilitation and Prevention Program, Toronto Rehabilitation Institute, University Health Network, Toronto, Canada. Electronic address: gabriella.meloghisi@uhn.ca.
2
Cardiac Rehabilitation and Prevention Program, Toronto Rehabilitation Institute, University Health Network, Toronto, Canada; School of Kinesiology and Health Science, York University, Toronto, Canada.
3
Exercise Sciences Department, Faculty of Kinesiology & Physical Education, University of Toronto, Toronto, Canada.
4
CNPQ, National Council for Scientific and Technological Development, Brazilia, Brazil.
5
Cardiac Rehabilitation and Prevention Program, Toronto Rehabilitation Institute, University Health Network, Toronto, Canada.

Abstract

OBJECTIVES:

To test whether a theoretically-based education curriculum results in more sustained knowledge, higher scores on Health Action Process Approach (HAPA) constructs, and greater exercise behavior 6 months post-cardiac rehabilitation (CR) when compared to traditional CR education.

BACKGROUND:

Patient education is a core component of CR. No research has examined whether this education results in sustained improvements post-program.

METHODS:

In this quasi-experimental study, participants exposed to the traditional vs HAPA-based education completed surveys pre, post-CR, and 6 months post-discharge assessing knowledge, HAPA constructs, and exercise.

RESULTS:

Ninety-three participants completed the final survey. Knowledge increases post-CR were sustained 6 months post-program, with no differences by curriculum. Many improvements in HAPA constructs observed post-CR were sustained, except for some decay in self-efficacy. Minutes of exercise per week were significantly greater in participants exposed to the HAPA-based curriculum 6 months post-program.

CONCLUSIONS:

HAPA-based education in CR has sustained effects on exercise.

KEYWORDS:

Cardiovascular disease; Health behavior theory; Knowledge; Patient education; Physical exercise

PMID:
26459971
DOI:
10.1016/j.hrtlng.2015.09.004
[Indexed for MEDLINE]

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