Document Type : Original Quantitative and Qualitative Research Paper
Authors
1
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
2
Department of Operating Room and Anesthesiology, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran.
3
Department of Emergency and Critical Care Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
4
Department of Psychiatric Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
10.22038/ebcj.2025.88396.3142
Abstract
Background: Ensuring that patients adhere to their medication is vital for effectively managing hypertension. Implementing educational interventions using social networks can be a practical approach to promoting patient adherence.
Aim: To compare the impact of virtual education against traditional face-to-face education on medication adherence in individuals diagnosed with hypertension.
Method: This randomized clinical trial involved 210 hypertension patients referred to heart clinics affiliated to Zanjan University of Medical Sciences. The participants were selected by convenience method and allocated in three groups by block randomization method. Educational intervention was conducted in 4 sessions and during 4 weeks for virtual and face-to-face training groups. The data were collected using the demographic form and Morisky medication adherence scale before, one and three months after the intervention. Data were analyzed using Chi-squared, ANOVA and Repeated Measures tests in SPSSv.16 software.
Results: The findings showed a statistically significant difference in the mean medication adherence score among the three study groups before the intervention (F=4.18;p=0.017), one month (F=68.85;p=0.0001), and three months (F=64.78;p=0.0001). According to the Bonferroni post hoc test, the mean medication adherence score in the virtual and face-to-face education groups was significantly higher than the control group at one and three months after the intervention (p=0.0001); however, no statistically significant difference was observed between the two intervention groups (p=0.999).
Implications for Practice: Educational strategies that utilize information technology, including social networks and face-to-face training, help individuals manage hypertension. Virtual education can be a cost-effective alternative to traditional approaches, but face-to-face education is also practical.
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