Health Education in Patients with a Recent Stroke or Transient Ischaemic Attack: A Comprehensive Review

Abstract

Health education aims at the acquisition of skills and attitudes to modify behaviour that influences health, leads to a modification of risk factors and ultimately to a decrease in disability and case fatality from stroke. Health education is an underdeveloped but important aspect of stroke care. Health education could promote compliance and healthy behaviour, improve patients' understanding of their health status and treatment options and facilitate communication. We reviewed the effect of health education in stroke and transient ischaemic attack patients, aiming at feasibility, effectiveness at the level of knowledge, attitude and skills, health behaviour changes and stroke outcome. We also describe the current status of health education for patients with recent coronary artery disease and public health education in stroke. Basic knowledge of stroke and transient ischaemic attack patients of their disease and associated risk factors is not sufficient. This is also observed in patients with coronary artery disease and in the general population. A beneficial effect of health education in stroke and transient ischaemic attack patients on health behaviour, risk reduction or stroke outcome has not been proven. Trials in patients with coronary artery disease, however, have shown that health education could result in a change of lifestyle. No specific method is superior, although the individualised, repetitive and active methods appear more successful. More intervention studies of health education in stroke and transient ischaemic attack patients are needed. Future trials should be large, have a long follow-up, should use an intensive and repetitive approach and involve patients' relatives to induce and maintain a healthy lifestyle.

An Examination of Stroke-Related Knowledge in Male Stroke Survivors Living in the South Carolina Stroke Belt

“…Understanding which variables influence the success of educational programs is important because many health professionals educate patients based on what they think the patient should know (Maasland et al, 2011). Consequently, this belief may contribute to limited presentation of critical information as well as patients being dissatisfied with the quality of stroke education that they are receiving (Maasland et al, 2011). Limited education and subsequently reduced knowledge of critical information is at least one contributor to poor poststroke risk factor management (Cadilhac et al, 2011).…”

“…However, it is unclear how younger age influences stroke risk or risk factor education in this high-risk group. Understanding which variables influence the success of educational programs is important because many health professionals educate patients based on what they think the patient should know (Maasland et al, 2011). Consequently, this belief may contribute to limited presentation of critical information as well as patients being dissatisfied with the quality of stroke education that they are receiving (Maasland et al, 2011).…”

“…Such programs must also promote the necessary self-efficacy for self-management of risk factor management strategies (Cadilhac et al, 2011;Lorig et al, 2006;Lorig, Ritter, & Plant, 2005). Finally, information should be tailored to unique patient issues, needs, and concerns while also being patient centered, interactive, personalized, and repetitive (Maasland et al, 2011;Sloma et al, 2010).…”

“…Improving stroke-related knowledge among stroke survivors is not without its unique issues. According to Maasland et al (2011), special consideration must be given to stroke survivors due to: (a) older age, (b) poststroke disability and handicaps that limit some physical behavioral changes, and (c) cognitive impairments that reduce their ability to understand, retain, and apply information. In addition, stroke survivors must be willing to initiate behavior changes to reduce their risk of recurrent stroke.…”

Programa de educação de pacientes com acidente vascular cerebral baseado na classificação internacional de funcionalidade, incapacidade e saúde

“…A prevenção terciária, que visa minimizar agravamento das incapacidades, e a Educação em Saúde (ES) voltada para o AVC são lacunas a serem preenchidas. Essas ações aumentam a consciência sobre o AVC e suas consequências, diminuindo o impacto da incapacidade sobre a qualidade de vida (Maasland et al, 2011). Considerando a ES como uma abordagem que pode ser utilizada independente do acesso à recursos de informática e de tecnologia assistiva, essa pode ser peça fundamental para o tratamento do AVC.…”