The Effect of Distance Education on Self-care in Patients With Heart Failure in the Chronic or Stable Phase

Background Health education is important for self-care in patients with heart failure. However, the evidence for the effect of distance education as an intervention to deliver instruction for patients after discharge through digital devices on self-care is limited. Objectives In this study, our aim was to explore the effect of distance education on self-care in patients with heart failure. Methods We searched 11 electronic databases and 3 trial registries for randomized controlled trials with low risk of bias and high-quality evidence to compare the effect of usual and distance education on self-care. Quality appraisal was performed using the Cochrane Risk of Bias Tool. Using the Review Manager 5.4 tool, a meta-analysis was conducted. Certainty of the evidence was rated using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE). Results Fifteen articles were eligible for this study. Compared with usual education, distance education improved self-care maintenance (mean difference [MD], 6.62; 95% confidence interval [CI], 3.93–9.31; GRADE, moderate quality), self-care management (MD, 5.10; 95% CI, 3.25–6.95; GRADE, high quality), self-care confidence (MD, 6.66; 95% CI, 4.82–8.49; GRADE, high quality), heart failure knowledge (MD, 0.78; 95% CI, 0.01–1.56; GRADE, moderate quality), and quality of life (MD, −5.35; 95% CI, −8.73 to −1.97; GRADE, moderate quality). Subgroup analysis revealed distance education was more effective than usual education in self-care when the intervention was conducted for 1 to 6 months, more than 3 times per month, and a single intervention lasting more than 30 minutes. Conclusions This review shows the benefits of distance education on self-care, heart failure knowledge, and quality of life of patients with heart failure. The intervention duration, frequency, and duration of a single intervention could have affected the intervention effect.