Heart Failure Digital Coach: Pilot Findings of an Avatar Style Application to Improve Symptoms, Self-care and Knowledge

Ball, J.; Marwick, T.; Zisis, Georgios; Carrington, M.

doi:10.1016/j.hlc.2019.06.538

Cited by 2 publications

(2 citation statements)

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“…4,[7][8][9]11 Digital patient education platforms were explored for various clinical needs, [12][13][14] and some studies addressed their role in patient self-care. [15][16][17] Patient Education-Related Variables…”

Section: Background Digital Application For Patient Educationmentioning

confidence: 99%

“…Further, the extensive dynamic evolution of digital-based applications caused healthcare systems and organizations the need to examine their benefits regarding various clinical areas, including patient education and counseling 4,7–9,11 . Digital patient education platforms were explored for various clinical needs, 12–14 and some studies addressed their role in patient self-care 15–17 …”

Section: Introductionmentioning

confidence: 99%

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The Effect of a Patient Education Multimodal Digital Platform on Knowledge Acquisition, Self-efficacy, and Patient Satisfaction

Zhitomirsky

Aharony

2022

CIN: Computers, Informatics, Nursing

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This study examined the impact of digital training instrument based on multimodal learning approach on surgical ward hospitalized patient education–related variables. The study was conducted as a multisite study in a large medical center as a two-arm, controlled trial with randomized cluster sampling. All patients meeting the inclusion criteria were offered the opportunity to participate. The control group (n = 40) received nurse explanation on home self-injection of enoxaparin sodium, whereas the intervention group (n = 40) received a tablet for multimodal learning specifically developed for this study. All participants completed before-and-after questionnaires evaluating knowledge acquisition, change in self-efficacy, and patient satisfaction. Results showed that the intervention group gained significantly more knowledge than the control group (P < .01). There was no significant difference in the level of self-efficacy change between the groups, and it was found that the control group patients were more satisfied with the training process (P = .01). This study shows that the use of a digital application for the benefit of patients' self-injection learning is effective in achieving educational goals such as knowledge acquisition and therefore can be a helpful resource for caregivers. Yet, these applications are not a substitute for attention provided by professionals, which is highly valued by patients.

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