There is a lack of educational material for adults with congenitally malformed hearts. Computer-based education has shown to have significant effects on knowledge and management of chronic diseases.
Aim:
The aim of this study was to develop and evaluate a computer-based educational program for adults with congenitally malformed hearts.
Methods:
The program was developed by a multidisciplinary team. Data were collected by questionnaires, observations, and structured interviews.
Results:
The final product was a computer-based educational program consisting of ten separate modules, one for each particular malformation. The program was experienced as stimulating and easy to use. The appearance and quantity of the text was graded as good and the content as relevant and very useful.
Conclusion:
This is the first computer-based program developed for adults with congenitally malformed hearts. The evaluation found the program to have great potential as an important tool for improving care. Further studies are needed to test the outcomes of the program on knowledge, perceived control over the heart condition, anxiety/depression. and health-related quality of life.
Practice implications:
The program may be used as a complement to verbal information and every adult with a congenitally malformed hearts can receive individualized information from a personal CD.
WrenCO’SullivanJJ. Survival with congenital heart disease and need for follow up in adult life. Heart2001; 85(4): 438-443.
2.
ShebaniSOMilesHFSimmonsP. Awareness of the risk of endocarditis associated with tattooing and body piercing among patients with congenital heart disease and paediatric cardiologists in the United Kingdom. Arch Dis Child2007; 92(11): 1013-1014.
3.
ChessaMDe RosaGPardeoM. Illness understanding in adults with congenital heart disease. Ital Heart J2005; 6(11): 895-899.
4.
DoreAde GuisePMercierLA. Transition of care to adult congenital heart centres: what do patients know about their heart condition?Can J Cardiol2002; 18(2): 141-146.
5.
MoonsPDe VolderEBudtsW. What do adult patients with congenital heart disease know about their disease, treatment, and prevention of complications? A call for structured patient education. Heart2001; 86(1): 74-80.
6.
VeldtmanGRMatleySLKendallL. Illness understanding in children and adolescents with heart disease. Heart2000; 84(4): 395-397.
7.
RönningHNielsenNESwahnE. Educational needs in adults with congenitally malformed hearts. Cardiol Young2008; 18(5): 473-479.
8.
SimNZKitteringhamLSpitzL. Information on the World Wide Web–how useful is it for parents?J Pediatr Surg2007; 42(2): 305-312.
9.
MurrayEBurnsJSeeTS. Interactive Health Communication Applications for people with chronic disease. Cochrane Database Syst Rev2005(4): CD004274.
10.
BeranovaESykesC. A systematic review of computer-based softwares for educating patients with coronary heart disease. Patient Educ Couns2007; 66(1): 21-28.
11.
LeeTIYehYTLiuCT. Development and evaluation of a patient-oriented education system for diabetes management. Int J Med Inform2007; 76(9): 655-663.
12.
StrömbergADahlströmUFridlundB. Computer-based education for patients with chronic heart failure. A randomised, controlled, multicentre trial of the effects on knowledge, compliance and quality of life. Patient Educ Couns2006; 64(1-3): 128-135.
13.
Bussey-SmithKLRossenRD. A systematic review of randomized control trials evaluating the effectiveness of interactive computerized asthma patient education programs. Ann Allergy Asthma Immunol2007; 98(6): 507-516.
14.
GrunwaldTCorsbie-MassayC. Guidelines for cognitively efficient multimedia learning tools: educational strategies, cognitive load, and interface design. Acad Med2006; 81(3): 213-223.
15.
MayerRE. Introduction to Multimedia Learning. In: The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press, 2005.
16.
MayerRE. Applying the science of learning: evidence-based principles for the design of multimedia instruction. Am Psychol2008; 63(8): 760-769.
17.
MayerRE. The Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press, 2005.
18.
MayerRE. Cognitive Theory of Multimedia Learning. In: The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press, 2005.
19.
SwellerJ. Implications of Cognitive Load Theory for Multimedia Learning. In: The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press, 2005.
20.
StoopAPvan’t RietABergM. Using information technology for patient education: realizing surplus value?Patient Educ Couns2004; 54(2): 187-195.
21.
StrömbergA. The crucial role of patient education in heart failure. European Journal of Heart Failure2005; 7(3): 363.
22.
World Medical Association Declaration of Helsinki. Ethical principles for medical research involving human subjects. Nurs Ethics2002; 9(1): 105-109.
23.
SamarasGMHorstRL. A systems engineering perspective on the human-centered design of health information systems. J Biomed Inform2005; 38(1): 61-74.
24.
CureO. Evaluation methodology for a medical e-education patient-oriented information system. Med Inform Internet Med2003; 28(1): 1-5.
25.
KaplanB. Evaluating informatics applications–some alternative approaches: theory, social interactionism, and call for methodological pluralism. International Journal of Medical Informatics2001; 64(1): 39.
TherrienJDoreAGersonyW. CCS Consensus Conference 2001 update: recommendations for the management of adults with congenital heart disease. Part I. Can J Cardiol2001; 17(9): 940-959.
28.
TherrienJGatzoulisMGrahamT. Canadian Cardiovascular Society Consensus Conference 2001 update: Recommendations for the Management of Adults with Congenital Heart Disease–Part II. Can J Cardiol2001; 17(10): 1029-1050.
29.
TherrienJWarnesCDalientoL. Canadian Cardiovascular Society Consensus Conference 2001 update: recommendations for the management of adults with congenital heart disease part III. Can J Cardiol2001; 17(11): 1135-1158.
30.
KamphuisMVliegenHWVogelsT. The need for cardiac follow-up in adults with mild congenital cardiac disease. Cardiol Young2002; 12(5): 474-478.
31.
KamphuisMVerloove-VanhorickSPVogelsT. Disease-related difficulties and satisfaction with level of knowledge in adults with mild or complex congenital heart disease. Cardiol Young2002; 12(3): 266-271.
32.
British Cardiac Society. Grown-up congenital heart (GUCH) disease: current needs and provision of service for adolescents and adults with congenital heart disease in the UK. Heart2002; 88(Suppl 1): i1-14.
33.
WebbCLJenkinsKJKarpawichPP. Collaborative care for adults with congenital heart disease. Circulation2002; 105(19): 2318-2323.
34.
KamphuisMVogelsTOttenkampJ. Employment in adults with congenital heart disease. Arch Pediatr Adolesc Med2002; 156(11): 1143-1148.
35.
ScandurraIHägglundMKochS. From user needs to system specifications: Multi-disciplinary thematic seminars as a collaborative design method for development of health information systems. Journal of Biomedical Informatics2008; 41(4): 557.
36.
FleisherLBuzagloJCollinsM. Using health communication best practices to develop a web-based provider-patient communication aid: the CONNECT study. Patient Educ Couns2008; 71(3): 378-87.
37.
RamsdenP. Learning to teach in higher education Second ed. London and New York: RoutledgeFalmer, Taylor & Francis Group, 2003.
38.
BergSKHertzPG. Outpatient Nursing Clinic for Congenital Heart Disease Patients. Journal of Cardiovascular Nursing2007; 22(6): 488.
39.
Van DeykKMoonsPGewilligM. Educational and behavioral issues in transitioning from pediatric cardiology to adult-centered health care. Nurs Clin North Am2004; 39(4): 755-768.
40.
BassJLCorwinMGozalD. The effect of chronic or intermittent hypoxia on cognition in childhood: a review of the evidence. Pediatrics2004; 114(3): 805-816.
41.
HoutsPSDoakCCDoakLG. The role of pictures in improving health communication: A review of research on attention, comprehension, recall, and adherence. Patient Education and Counseling2006; 61(2): 173.
42.
KoolsMvan de WielMWRuiterRA. Pictures and text in instructions for medical devices: effects on recall and actual performance. Patient Educ Couns2006; 64(1-3): 104-111.
43.
MasFGPlassJKaneWM. Health education and multimedia learning: educational psychology and health behavior theory (Part 1). Health Promot Pract2003; 4(3): 288-292.
44.
MasFGPlassJKaneWM. Health education and multimedia learning: connecting theory and practice (Part 2). Health Promot Pract2003; 4(4): 464-469.
45.
HuangC. Designing high-quality interactive multimedia learning modules. Computerized Medical Imaging and Graphics2005; 29(2-3): 223.
46.
MayerREGriffithEJurkowitzIT. Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. J Exp Psychol Appl2008; 14(4): 329-339.
47.
MayerRE. Principles of Multimedia Learning Based on Social Cues: Personalization, Voice, and Image Principles. In: The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press, 2005.
48.
VirziRA. Refining the Test Phase of Usability Evoluation: How Many Subjects Is Enought?Human Factors1992; 34(4): 457-468.
49.
KnauthAVerstappenAReissJ. Transition and transfer from pediatric to adult care of the young adult with complex congenital heart disease. Cardiol Clin2006;24(4):619-29, vi.
50.
HildersonDSaidiASVan DeykK. Attitude toward and current practice of transfer and transition of adolescents with congenital heart disease in the United States of America and Europe. Pediatr Cardiol2009;30(6): 786-793.
51.
MoonsPHildersonDVan DeykK. Implementation of transition programs can prevent another lost generation of patients with congenital heart disease. Eur J Cardiovasc Nurs. 2008; 7(4): 259-263.
