A comparison of Individual and Peer Educational Methods on Quality of life in patients with heart failure

Heart failure is one of the most common chronic diseases associated with reduced quality of life. Given the positive role of education in improving quality of life, finding a suitable educational method to improve the quality of life of these patients is important. This study aimed to compare two methods of individual and peer education on quality of life in patients with heart failure. This quasi-experimental study was performed on 64 patients with heart failure in Ekbatan Hospital in 2013. The participants were randomly assigned to individual educational and peer educational groups (each, n = 32). After preparing the peer group, 4 peer-to-peer educational sessions were held during a month. Individual education was conducted by the researcher for 15 to 20 minutes. The data collection tool was the translation of Ferrans and Powers’ quality of life questionnaire. The questionnaire was completed by both groups before, immediately after, and one month after the intervention. Data were analyzed using descriptive and inferential statistical tests (independent t-test, Mann-Whitney, chi-square test). There was no significant difference between mean scores of quality of life before the intervention in both peer and individual groups (p=0.12). The mean scores of quality of life, immediately after the intervention, were 142.1±10.1 and 147±10.9 (out of 200), in the peer and individual groups respectively showing a significant difference (p=0.039, t=2.10). Results of one month after the intervention were 170.6±7.6 and 132.8±10.8 in the peer and individual groups respectively which also showed a significant difference (p=0.0001, t=16.11). The results showed that both of educational methods lead to the promotion of quality of life. However the impact of peer educational method is stronger in the long term.