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Autor/inn/enLynggaard, V.; Zwisler, A. D.; Taylor, R. S.; May, O.; Nielsen, C. V.
TitelEffects of the Patient Education Strategy 'Learning and Coping' in Cardiac Rehabilitation on Readmissions and Mortality: A Randomized Controlled Trial (LC-REHAB)
QuelleIn: Health Education Research, 35 (2020) 1, S.74-85 (12 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Lynggaard, V.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0268-1153
DOI10.1093/her/cyz034
SchlagwörterPatient Education; Heart Disorders; Rehabilitation; Therapy; Coping; Hospitals; Foreign Countries; Outcomes of Treatment; Death; Institutionalized Persons; Denmark
AbstractWe assessed the effects of the patient education strategy 'Learning and Coping' (LC) in cardiac rehabilitation (CR) on mortality and readmissions by exploring results from the LC-REHAB trial. In all, 825 patients with ischaemic heart disease or heart failure were randomized to the intervention arm (LC-CR) or the control arm (standard CR) at three hospitals in Denmark. LC-CR was situational and inductive, with experienced patients as co-educators supplemented with two individual interviews. Group-based training and education hours were the same in both arms. Outcomes were time to death or readmission, length of stay and absolute number of deaths or readmissions. No between-arm differences were found in time to death, first readmission, or length of stay. Within 30 days after completion of CR, the absolute number of all-cause readmissions was 117 in the LC arm and 146 in the control arm, adjusted odds ratio 78 (95% CI: 0.61-1.01), P = 0.06. This trend diminished over time. Adding LC strategies to standard CR showed a short term but no significant long-term effect on mortality or readmissions. However, the study was not powered to detect differences in mortality and morbidity. Thus, a risk of overseeing a true effect was present. (As Provided).
AnmerkungenOxford University Press. Great Clarendon Street, Oxford OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://her.oxfordjournals.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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