Teaching the patient with ischemic heart disease: a systemic approach to instructional design.
Does a systematic approach to the design of instruction for patients with ischemic heart disease (IHD) produce an effective educational product? One hundred patients, 67 men and 33 women with an average age of 57 years, who were hospitalized with IHD (myocardial infarction or unstable angina), were randomly assigned to an experimental or control condition and pretested to determine their knowledge of the disease and its treatment. Experimental subjects received a linear self-instructional program on the nature and treatment of IHD. Control subjects did not receive the program. Two days later a posttest was administered to experimental and control subjects; an average of 14 days after discharge a retention test was given to both groups. Individual test scores revealed that (allowing for a subject effect) patients who completed the program achieved significantly (P less than 0.001) higher posttest and retention test scores than those who did not. Also, patients who completed the program retained the information during the two weeks between the posttest and the retention test. Results of this study indicate that the instructional framework that was effective in the design of a health-education program for pregnant women can be applied to the design of instruction for patients with IHD.
D002170:Canada; D003327:Coronary Disease / Q000523:psychology* / Q000628:therapy; D005069:Evaluation Studies as Topic; D005260:Female; D006761:Hospitals; D006801:Humans; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D010353:Patient Education as Topic / Q000379:methods*; D011380:Programmed Instructions as Topic; D012107:Research Design