Marwan Hatem Al-Obaidy, Zhian Abdulah, Pichayaporn Ratti

Preventive Insights: The Role of Education in Enhancing Hypertension Patients' Knowledge on Heart Disease

Introduction

Preventive insights: the role of education in enhancing hypertension patients' knowledge on heart disease. Learn how health education boosts hypertension patients' knowledge of heart disease risks, leading to better prevention. Study proves significant improvement in understanding.

Abstract

Purpose of the study: The purpose of this study was to determine the effect of health education on the level of knowledge of people with hypertension about the risk factors for coronary heart disease. Methodology: The research design used is pre-experimental design with one group pre-post test design approach. The population of the study was 63 respondents. Sampling using random sampling. The sample was 39 respondents. The variables used are 2 variables, namely the independent variable with health education and the dependent variable with the level of knowledge. Data collection using a questionnaire. Statistical analysis using Wilcoxon with a significance level of 0.05. Main Findings: The results of the study showed that 22 respondents (56.41%) had insufficient knowledge before being given health education. After being given health education, 21 respondents (52.85%) had good knowledge. The p value = 0.000 ≤ α = 0.05 was obtained so that Ha was accepted. Novelty/Originality of this study: This study provides novelty by proving that structured health education interventions are able to increase the knowledge of hypertension sufferers about coronary heart disease, which has the potential to encourage earlier prevention at the community level.

Review

The study titled "Preventive Insights: The Role of Education in Enhancing Hypertension Patients' Knowledge on Heart Disease" addresses a critically important public health issue. Given the global burden of hypertension and its significant link to coronary heart disease, interventions aimed at improving patient knowledge are highly relevant for disease prevention and management. This research endeavors to demonstrate the effectiveness of health education in increasing the knowledge level of hypertensive individuals regarding heart disease risk factors, utilizing a pre-experimental, one-group pre-post test design. The study's focus on structured educational interventions to empower patients aligns well with contemporary patient-centered care approaches and contributes to the ongoing discussion on preventive strategies. Methodologically, the study employed a one-group pre-post test design, surveying a sample of 39 respondents drawn from a population of 63 using random sampling, which provides a reasonable basis for internal comparison within the group. The use of a questionnaire for data collection and Wilcoxon statistical analysis for paired data is appropriate for the non-parametric nature often associated with knowledge scores. The main findings clearly indicate a significant improvement in knowledge post-intervention, with the proportion of respondents exhibiting insufficient knowledge decreasing and good knowledge increasing, supported by a statistically significant p-value of 0.000. This robust statistical outcome strongly suggests that the health education intervention was effective in enhancing knowledge, thereby providing evidence for the study's novelty claim regarding the potential for structured education to encourage earlier prevention. While the findings are statistically significant and underscore the potential of health education, the pre-experimental, one-group pre-post test design presents inherent limitations. Specifically, the absence of a control group makes it challenging to definitively attribute the observed knowledge gain solely to the health education intervention, as other confounding factors or maturation effects cannot be ruled out. Future research would significantly benefit from a more robust experimental design, such as a randomized controlled trial, to strengthen the causal inference and generalizability of the findings. Furthermore, exploring the specific content and delivery methods of the "health education" would add valuable practical insights. Despite these design limitations, the study provides valuable preliminary evidence for the utility of educational interventions in improving patient knowledge, thus paving the way for further rigorously designed studies to confirm and expand upon these promising "preventive insights" at a broader community level.

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