Lima de Melo Ghisi, GabrielaGrace, SherryThomas, ScottMarques Vieira, ArianyZiesemer Costa, IsabelOh, Paul2021-04-152021-04-152015-11Care of Patients with Heart Disease| Vol 44, Issue 6, P474-480, NOVEMBER 01, 20150147-9563https://doi.org/10.1016/j.hrtlng.2015.09.004http://hdl.handle.net/10315/38286Objectives: To test whether a theoretically-based education curriculum results in more sustained knowledge, higher scores on Health Action Process Approach (HAPA)constructs, and greater exercise behavior 6 months post-cardiac rehabilitation ( CR) when compared to traditional CR education. Background: Patient education is a core component of CR. No research has examined whether this education results in sustained improvements post-program. Methods: In this quasi-experimental study, participants exposed to the traditional vs HAPA-based education completed surveys pre, post-CR, and 6 months post-discharge assessing knowledge, HAPA constructs, and exercise. Results: Ninety-three participants completed the final survey. Knowledge increases post-CR were sustained 6 months post-program, with no differences by curriculum. Many improvements in HAPA constructs observed post-CR were sustained, except for some decay in self-efficacy. Minutes of exercise per week were significantly greater in participants exposed to the HAPA-based curriculum 6 months post-program. Conclusions: HAPA-based education in CR has sustained effects on exercise.enElsevier 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/Attribution-NoDerivatives 4.0 Internationalpatient educationhealth behavior theoryknowledgephysical exercisecardiovascular diseaseArticlehttps://www.heartandlung.org/https://plu.mx/plum/a/?doi=10.1016/j.hrtlng.2015.09.004&theme=plum-jbs-theme&hideUsage=truehttps://www.heartandlung.org/article/S0147-9563(15)00231-9/fulltext