Author + information
- Celine Gallagher, PhD1,2,
- Debra Rowett, B Pharm3,4,
- Karin Nyfort-Hansen, B Pharm, Grad Dip Ed(Health)1,
- Shalini Simmons, RN4,
- Anthony G. Brooks, PhD1,
- John R. Moss, BEc, MSocSci, MBBS5,
- Melissa E. Middeldorp, PhD1,2,
- Jeroen M. Hendriks, PhD1,2,
- Tina Jones, PhD6,
- Rajiv Mahajan, MD, PhD1,7,
- Dennis H. Lau, MBBS, PhD1,2 and
- Prashanthan Sanders, MBBS, PhD1,2,∗ ()
- 1Centre for Heart Rhythm Disorders, University of Adelaide, Adelaide, Australia
- 2Department of Cardiology, Royal Adelaide Hospital, Adelaide, Australia
- 3School of Pharmacy and Medical Sciences, University of South, Australia
- 4Drug and Therapeutics Information Service, Southern Adelaide Local Health Network
- 5School of Public Health, The University of Adelaide, Adelaide, Australia
- 6Central Adelaide Local Health Network, Adelaide, Australia
- 7Lyell McEwin Health Service, Adelaide, Australia
- ↵∗Correspondence: Prashanthan Sanders Centre for Heart Rhythm Disorders Department of Cardiology, Royal Adelaide Hospital ADELAIDE, SA 5000, AUSTRALIA Telephone: +61 8 8313 9000; Facsimile: +61 8 8362 2273.
• The prevalence of atrial fibrillation (AF) has grown exponentially in recent decades and is associated with high hospitalization burden and poor quality of life.
• Education has been advocated as a key component of chronic condition management, yet the role of education on outcomes in the AF population is poorly defined.
• Structured educational visiting, based upon the principles of academic detailing, has been associated with improvements in physician prescribing practices with variable effects observed in influencing patient and caregiver outcomes.
• In the HELP-AF study an educational resource was developed and used to support delivery of education by trained clinicians, using a patient-centred structured educational visiting approach, within the patient’s home.
Education has long been recognized as an important component of chronic condition management. Whilst education has been evaluated in atrial fibrillation (AF) populations as part of multifaceted interventions, it has never been tested as a single entity. The aim of this review is to describe the rationale for and role of education as part of comprehensive AF management. The development and use of educational material as part of the intervention of a randomized controlled trial, the Home-Based Education and Learning Program in AF (HELP-AF) study, will be described. This study was designed to determine the impact of a home-based structured educational program on outcomes in individuals in AF. An educational resource was developed to facilitate delivery of four key messages targeted at empowering individuals to self-manage their condition. The key messages focussed on strategies for managing future AF episodes, the role of pharmacotherapy in the treatment of AF, the appropriate use of medicines to manage stroke risk and the role of cardiovascular risk factor management in AF. To support structured educational visiting an educational booklet entitled ‘Living Well with AF’ was developed by a multidisciplinary team and was further refined following input from expert clinicians and patient interviews. Using a structured educational visiting approach, education was delivered by trained clinicians within the patient’s home.
- Received August 5, 2019.
- Revision received August 19, 2019.
- Accepted August 19, 2019.
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