https://doi.org/10.4081/hls.2023.11872

Comparison of the effect of interactive and non-interactive education on the self-efficacy of COVID-19 patients

Vol. 12 No. 2 (2024)
Submitted: 25 September 2023
Accepted: 24 November 2023
Published: 7 December 2023
Interactive education, non-interactive education, self-efficacy, COVID-19
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Authors

Nosrat Alamzadeh
Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran, Islamic Republic of.
Mahin Naderifar
mmnadnad@gmail.com
Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran, Islamic Republic of.
Abdolghani Abdollahimohammad
Nursing Department, School of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran, Islamic Republic of.
Mohammad Reza Firouzkohi
Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran, Islamic Republic of.
Mahin Badakhsh
Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran, Islamic Republic of.
Zohre Sadat Hashemi Bonjar
Instructor of Healthcare Services Management, Department of Midwifery, School of Nursing and Midwifery, Zabol, Iran, Islamic Republic of.

The purpose of the present study was to investigate the effect of interactive and non-interactive education on the self-efficacy of COVID-19 patients. This is a randomized clinical trial that was conducted on 80 COVID-19 patients in Zahedan in 2022. The samples were randomly assigned to intervention (interactive) and control (non-interactive) groups (n=40 people per group). The patients of each group received two initial education sessions in the hospital and at the time of discharge. Patients of the intervention group participated in 5 sessions of face-to-face interactive education along with practical education using a video projector by the researcher. The control group only received education ions by ward nurses during discharge and only one educational PDF file was given to them to study. The results showed that the mean and standard deviation of the self-efficacy score of the patients of the two interactive and non-interactive education groups did not differ significantly before the intervention (P = 0.024), but it was significantly higher in the interactive education group than the non-interactive education group (p<0.0001). That is, the mean and standard deviation of the self-efficacy score of patients in the interactive education group increased significantly from 49.8 ± 14.77 to 96.77 ± 18.29. The same score in the non-interactive education group increased from 57.85 ± 16.35 to 62.45 ± 14.52, which was not a significant increase. The results showed this intervention helps patients to make informed decisions about their goals, treatments, and self-care behaviors.

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How to Cite

Alamzadeh, N., Naderifar, M., Abdollahimohammad, A., Firouzkohi, M. R., Badakhsh, M., & Bonjar, Z. S. H. (2023). Comparison of the effect of interactive and non-interactive education on the self-efficacy of COVID-19 patients. Healthcare in Low-Resource Settings, 12(2). https://doi.org/10.4081/hls.2023.11872
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