Year of Publication

2019

Degree Name

Doctor of Nursing Practice

Committee Chair

Dr. Karen Stefaniak

Clinical Mentor

Dr. Judi Dunn

Committee Member

Dr. Lacey Buckler

Abstract

PURPOSE: The purpose of this study was to evaluate if video education impacts knowledge acquisition and health literacy in patients with atrial fibrillation. METHODS: This study employed a descriptive, pretest-posttest single site comparative design. Baseline health literacy was assessed before video education was completed using the Atrial Fibrillation Knowledge scale. Health literacy regarding atrial fibrillation was again assessed for the same participants immediately after video education was completed and again in 7 to 10 days through the use of the Atrial Fibrillation Knowledge scale and teach-back questions. RESULTS: There was no statistical significance found when comparing scores before and after video education intervention, although knowledge acquisition did increase at each point in time. However, important clinical pearls were discovered. The majority of the participants had undergone a pulmonary vein ablation, and despite this the baseline health literacy mean score was only 63% at immediate teach-back. CONCLUSION: While the video education intervention did not result in statistically significant differences in health knowledge in relation to atrial fibrillation patients, important clinical information was discovered in this study. Mean scores from teach-back show that patients are not as literate about their disease as health care providers may believe. This indicated that even patients who have had subspecialized cardiology care with an electrophysiologist and extensive patient teaching were not as literate about their condition as health care providers may believe. Other mediums may need to be combined with video education for better results. Patients should be given information on watching the videos at home for repeated viewing.

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