Gabriela Lima de Melo Ghisi1, Sherry L Grace2, Scott Thomas3, Paul Oh4. 1. Exercise Sciences Department, Faculty of Kinesiology & Physical Education, University of Toronto, Toronto, Canada; Cardiac Rehabilitation and Prevention Program, Toronto Rehabilitation Institute, University Health Network, Toronto, Canada. Electronic address: gabriella.meloghisi@uhn.ca. 2. Cardiac Rehabilitation and Prevention Program, Toronto Rehabilitation Institute, University Health Network, Toronto, Canada; School of Kinesiology and Health Science, York University, Toronto, Canada. 3. Exercise Sciences Department, Faculty of Kinesiology & Physical Education, University of Toronto, Toronto, Canada. 4. Cardiac Rehabilitation and Prevention Program, Toronto Rehabilitation Institute, University Health Network, Toronto, Canada.
Abstract
OBJECTIVES: 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.
OBJECTIVES: 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.
Authors: Gabriela Lima de Melo Ghisi; Fanny Rouleau; Marie-Kristelle Ross; Monique Dufour-Doiron; Sylvie L Belliveau; Jean-René Brideau; Crystal Aultman; Scott Thomas; Tracey Colella; Paul Oh Journal: CJC Open Date: 2020-03-04
Authors: Gabriela S S Chaves; Gabriela L M Ghisi; Sherry L Grace; Paul Oh; Antonio L Ribeiro; Raquel R Britto Journal: Braz J Phys Ther Date: 2016-10-27 Impact factor: 3.377
Authors: Evan H Goulding; Cynthia A Dopke; Rebecca C Rossom; Tania Michaels; Clair R Martin; Chloe Ryan; Geneva Jonathan; Alyssa McBride; Pamela Babington; Mary Bernstein; Andrew Bank; C Spencer Garborg; Jennifer M Dinh; Mark Begale; Mary J Kwasny; David C Mohr Journal: JMIR Res Protoc Date: 2022-02-21
Authors: Gabriela Lima de Melo Ghisi; Sherry L Grace; Claudia V Anchique; Ximena Gordillo; Rosalía Fernandez; Daniel Quesada; Blanca Arrieta Loaiciga; Patricia Reyes; Elena Chaparro; Renzo Soca Meza; Julia Fernandez Coronado; Marco Heredia Ñahui; Rocio Palomino Vilchez; Paul Oh Journal: Patient Educ Couns Date: 2020-10-13