The effects of educational intervention on self-care behavior and expected clinical outcome in patient undergoing liver transplantation

Abstract

Background: Organ transplantation has the potential to rapidly restore the health and wellbeing of individuals experiencing end stage liver disease (ESLD). The aim of the research was to evaluate effects of educational intervention on self-care behaviors and expected clinical outcome in patient undergoing liver transplantation.

Methods: A convenience sample of 60 liver patients was assigned for transplantation. The study was conducted in the transplanted Unit in Ain Shams University Hospitals. A quasi-experimental design with pre-post and follow up assessment has been used for this study. Tools were utilized to collect data such a) Self-care practice assessment tool, b) Patient physiological assessment sheet, and c) Demographic and medical health history tool.

Results: Improvement in knowledge and self-care behaviors at the post and follow-up tests (p < .0001) after implementation of program compared by pretest evaluation. There are significant improvements in blood pressure (BP) and laboratory results through study stage (p < .001). The pain level improved after intervention and follow up (p < .0001). There are statistically significant between age, job and self-care behaviors at follow up phase.

Conclusions: Liver transplantation patients showed a positive improvement in their knowledge, self-care and physiological outcomes after implementing of program. Replication of the study on larger probability sample from different geographical areas to achieve more generalizable results.