Iranian Biomedical Journal

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Effect of Mobile Health-Based Training on the Knowledge, Health Literacy of Hypothyroid Patients in 2023

Mohaddese Rigi , Zahra Pishkar Mofrad, Ali Navidian, Shahin Nosratzehi , Samaneh Fallah Karimi,
Volume 28, Issue 0 (12-2024)

Abstract

Introduction: Hypothyroidism is a common chronic disease that requires patients to have self-care skills such as maintaining a healthy diet, exercising, and following a daily medication regimen. Many patients need more knowledge and health literacy to manage their condition effectively. Using mobile health-based training applications or software could be beneficial in educating patients. Therefore, this study aimed to determine the impact of mobile health-based training on hypothyroid patients' knowledge and health literacy.
Methods and Materials: In this semi-experimental study, 70 patients referred to the endocrinology clinics of Zahedan University of Medical Sciences in 1402 were selected and randomly assigned to intervention and control groups using available sampling methods and according to the Inclusion criteria. To collect information, we utilized a demographic and disease information form, as well as a health literacy and knowledge questionnaire. The data collection method employed was self-reporting. In addition to the standard training provided by the doctor, patients in the intervention group received a patient-centered management application specially designed for hypothyroidism. It was installed on their mobile phone, and the daily training message was uploaded to the application for one month. Three months after the training, a post-test was conducted on two groups. Data analysis was performed using the chi-square test, independent t-test, and Pearson correlation coefficient in SPSS software version 26.
Results: The two study groups were homogeneous regarding age, gender, marital status, ethnicity, tobacco consumption, education level, job, place of residence, type of hypothyroidism, underlying disease, source of information, and duration of hypothyroidism (p = 0.05). The average score of health literacy in the intervention group ranged from 36.40 ± 5.18 to 38.77 ± 5.18 before and after the intervention, respectively. In the control group, it ranged from 36.2 ± 7.01 before and 38.77 ± 5.18 after the post-test. The average change in health literacy score in the intervention group was 2. 37 ± 2.42, which was significantly more than the control group (-0.11 ± 2.41; p = 0.0001). The independent t-tests showed that the mean knowledge score in the two groups before the intervention did not differ (p = 0.78). However, after the intervention, the mean and standard deviation of the knowledge score of the intervention group patients was significantly higher than the control group (p = 0.0001). Also, the average change of knowledge score in intervention group patients was 9.54 ± 3.16, significantly more than the control group (-0.20 ± 3.93; p = 0.0001).
Conclusion and Discussion: The study emphasized the importance of patients participating in self-care after receiving disease management information via mobile health technologies. Implementing mobile phone-based information is suggested to enhance patients' knowledge and health literacy.

Artificial Intelligence in Cardiac Patient Education: A Systematic Review

Omid Torabi, Hajar Karimtabar, Leila Taheri,
Volume 28, Issue 0 (12-2024)

Abstract

Introduction: The advent of artificial intelligence (AI) in healthcare has led to transformative changes in patient education, particularly for those with cardiac conditions. The application of AI in cardiac patient education is a burgeoning field that promises to enhance the efficacy of educational interventions and patient outcomes. This systematic review meticulously examines the role of AI in cardiac patient education, quantifying its impact on patient knowledge, healthcare delivery, and adherence to treatment regimens.
Search Strategy: An extensive literature search was performed across databases such as PubMed, EMBASE, and the Cochrane Library, yielding 75 studies that met the inclusion criteria. These studies were rigorously evaluated using the Jadad scale for randomized controlled trials and the Newcastle-Ottawa Scale for observational studies. Data were extracted on the AI technology employed, the educational content delivered, and the measurable outcomes reported.
Results: The reviewed studies implemented a variety of AI technologies, including machine learning algorithms (n = 45), natural language processing tools (n = 30), and intelligent tutoring systems (n = 25). These technologies significantly increased patient knowledge scores, with an average improvement of 47% post-intervention. Furthermore, AI-driven educational programs led to a 33% increase in medication adherence and a 29% rise in attendance for follow-up appointments. The personalized nature of AI education was highlighted as a critical factor in improving self-management skills, with a 40% increase in patients’ ability to manage their condition effectively.
Conclusion and Discussion: AI is a pivotal innovation in cardiac patient education, offering tailored, dynamic, and interactive learning experiences that significantly improve patient engagement and health literacy. Integrating AI into educational strategies has markedly improved patient outcomes and healthcare efficiency. Continued research and development in this field are essential for refining these technologies and fully realizing their potential in clinical practice.

Validity and Reliability of the Persian Version of the Alzheimer's Disease Knowledge Scale Among Iranian Healthcare Professionals

Mina Aghaei, Omid Gheisavandi, Mahdi Sahebi, Farnaz Etesam,
Volume 28, Issue 0 (12-2024)

Abstract

Introduction: Alzheimer's Disease (AD) is a progressive neurodegenerative disorder that affects cognitive function. Due to its high prevalence, there has been an increasing demand for promoting public awareness about AD. Recent studies have shown that there is a lack of understanding about the disease in society, which can lead to more weakness and disability for patients as well as low quality of care. Various tools have been developed to measure people's awareness of this disorder, including questionnaires such as the Alzheimer's Disease Knowledge Scale (ADKS). This 30-item questionnaire includes risk factors, diagnosis, symptoms, and AD management. However, there is currently no Persian version of the ADKS, and this study aims to develop a Persian version of the questionnaire and evaluate its validity and reliability among Iranian healthcare professionals.
Methods and Materials: This cross-sectional study was conducted on 304 participants from Tehran healthcare professionals between March 2021 and April 2022. The sample was selected using a multi-stage cluster sampling method. All participants were assessed using a demographic form to collect information on participant characteristics such as age, gender, occupation, education, marital status, medical history, life experience, and familiarity with Alzheimer's Disease. The Persian version of the ADKS (P-AKDS) was developed through a forward-back-forward translation procedure, and two specialists reviewed content adaptation between the original and translated versions. The reliability of P-AKDS was estimated using Cronbach's Alpha and Test-Retest method. The validity of the questionnaire was assessed using the Content and Construct validity.
Results: This study showed strong content validity, good test-retest reliability (Pearson correlation coefficient of 0.53 and p-value of 0.016), and strong construct validity, with significant correlations between P-ADKS scores and education level, occupation, familial history of dementia, and experience with dementia. Divergent validity was also established through non-significant correlations with factors such as marital status, gender, and medical history of physical disease. The Content Validity Ratio (CVR) for P-ADKS was 0.99, and its overall reliability was moderate, with a Cronbach's alpha coefficient of 0.64.
Conclusion and Discussion: The present study successfully developed and validated the P-ADKS among Iranian healthcare professionals. The findings demonstrated strong content validity, good test-retest reliability, and strong construct validity, supporting the use of P-ADKS as a valid and reliable tool for measuring knowledge about Alzheimer's disease.

Impact of Implementing Role-Playing Model on Nursing Students' Patient Education Skills and Knowledge

Ahmad Bavali Gazik, Zahra Amouzeshi, Seyyedeh Negar Hosseini,
Volume 28, Issue 0 (12-2024)

Abstract

Introduction: Nursing education necessitates innovative teaching methods to foster the development of patient education skills among nursing students. The role-playing teaching model is aligned with the principles of adult learning and Bandura's experiential and social-cognitive learning theories. This study aimed to assess the effectiveness of implementing Fanny and George Shaftel's role-playing model in enhancing the patient education skills and knowledge of undergraduate nursing students.
Methods and Materials: A semi-experimental study was carried out on two groups, using pre-test and post-test methods, comprising seventh and fifth-semester nursing students at Birjand University of Medical Sciences during the first semester of 2021-2022. Based on their internship groups, the students were divided into role-playing and control groups. Before training, both groups completed a pre-test. The role-playing group underwent training based on the nine stages of the Shaftel model. Both groups completed a post-test, including a practical assessment using a standard patient to evaluate students' patient teaching skills and knowledge. Statistical tests such as Chi-square, Mann-Whitney, Wilcoxon, independent t-test, and analysis of variance were utilized for data analysis in SPSS software (version 18).
Results: The two groups exhibited homogeneity regarding baseline demographic and academic characteristics. The mean scores for patient education skills in the intervention group before and after training were 7.8 ± 4.15 and 12.1 ± 4.12, respectively, while for patient education knowledge, they were 8.8 ± 4.45 and 11.3±4.27, respectively. The test results revealed a significant increase in the mean score for patient education skills and knowledge level in the intervention group compared to the control group
(p = 0.05).
Conclusion and Discussion: The study findings suggest that implementing the Shaftel role-playing model and using standard patients can effectively enhance the patient education skills and knowledge of undergraduate nursing students. Hence, it is recommended that nursing educators incorporate the role-playing model and standard patients into their teaching practices to enhance nursing students' patient education skills and knowledge. Further research is suggested to investigate the long-term effects of this teaching method on the practical performance of nursing students in real-life clinical settings.

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