A Systematic Integrative Review of the Interventions Aimed at Improving Knowledge, Attitudes, and Beliefs Among Patients with Acute Coronary Syndrome
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Abstract
This Systematic Integrative Review is aimed to identify in the scientific literature on educational interventions used by health care providers or other professionals to increase knowledge, attitudes or beliefs about Acute Coronary Syndrome (ACS) among patients with ACS. The review performed in the CINAHL, MEDLINE, PubMed, Scopus, Cochrane and EMBASE databases between 2004 and 2019 of articles published in the English language. This review followed a systematic integrative review methodology.
The review results indicated that six randomised controlled trials, one pilot randomised controlled trials, two pre-test/ post-test studies , and one single group quasi- experimental study met the eligibility criteria. Thus ten studies total were included in the review. The results of this review suggested that attitudes and beliefs may be harder to improve than knowledge. Among the studies that measured ACS knowledge, nine studies reported statistically significant positive effects of the study interventions on ACS knowledge. This review contributes to a deeper understanding of how to improve ACS knowledge by examining the types and effectiveness of the interventions in the selected studies on three domains of outcomes measures including knowledge, attitudes, and beliefs. This review also investigated the intervention delivery modes that were used to improve knowledge, attitudes, and beliefs in ACS patients.
This review explored the evidence on interventions for improving knowledge, attitudes, and beliefs about ACS management. This review examined evidence to inform further development of educational interventions, as well as the interventions’ outcome assessments. Based on this review, beyond formal ACS management, ongoing support is essential for the maintenance of knowledge among people with ACS. There is much variation in interventions across the selected studies. We also found a lack of integrated innovative technology in ACS patients’ education, particularly how patient education can be incorporated into current models of care delivery to improve clinical effectiveness.
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