Behavior determinants among cardiac rehabilitation patients receiving educational interventions: an application of the health action process approach

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dc.contributor.authorLima de Melo Ghisi, Gabriela
dc.contributor.authorGrace, Sherry
dc.contributor.authorThomas, Scott
dc.contributor.authorOh, Paul
dc.date.accessioned2021-04-15T14:15:02Z
dc.date.available2021-04-15T14:15:02Z
dc.date.issued2015-05
dc.description.abstractObjectives: To (1) test the effect of a Health Action Process Approach (HAPA) theory-based education program in cardiac rehabilitation (CR) compared to traditional education on patient knowledge and HAPA constructs; and, (2) investigate the theoretical correlates of exercise behavior among CR patients receiving theory-based education. Methods: CR patients were exposed to an existing or HAPA-based 6 month education curriculum in this quasi-experimental study. Participants completed a survey assessing exercise behavior, HAPA constructs, and knowledge pre and post-program. Results: 306 patients consented to participate, of which 146 (47.7%) were exposed to the theory-based educational curriculum. There was a significant improvement in patients’ overall knowledge pre- to post-CR, as well as in some HAPA constructs and exercise behavior, regardless of curriculum (p<0.05). Path analysis revealed that knowledge was significantly related to intention formation, and intentions to engage in exercise were not directly related to behavior, which required action planning. Conclusions: The theoretically-informed education curriculum was not associated with greater knowledge or exercise behavior as expected. Education in CR improves knowledge, and theoretical constructs related to exercise behavior. Practice implications: Educational curricula should be designed to not only increase patients’ knowledge, but also enhance intentions, self-efficacy, and action planning.en_US
dc.identifier.citationPatient Education and Counseling. Volume 98, Issue 5, May 2015, Pages 612-621en_US
dc.identifier.issn0738-3991
dc.identifier.urihttps://doi.org/10.1016/j.pec.2015.01.006en_US
dc.identifier.urihttp://hdl.handle.net/10315/38285
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.rightsElsevier Journals © <2015>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.articlehttps://www.sciencedirect.com/science/article/abs/pii/S0738399115000129?via%3Dihuben_US
dc.rights.journalhttps://www.sciencedirect.com/journal/patient-education-and-counselingen_US
dc.rights.publisherhttps://www.sciencedirect.com/en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectcardiac rehabilitationen_US
dc.subjectpatient educationen_US
dc.subjecthealth behavior theoryen_US
dc.subjectknowledgeen_US
dc.subjectphysical exerciseen_US
dc.titleBehavior determinants among cardiac rehabilitation patients receiving educational interventions: an application of the health action process approachen_US
dc.typeArticleen_US

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