A structured teaching program on congestive heart failure for elderly clients' knowledge level

This study examined the amount of knowledge retained by elderly clients who received a structured teaching program on congestive heart failure (CHF) by a visiting nurse. The theoretical framework was based on Rogers' learning theory. The study was a quasi-experimental research study using a one group pretest-posttest design. A researcher-developed tool was used as the instrument. Intervention then took place in the form of a structured teaching program on CHF. Information was presented during three home visits in 1 week. Two weeks later, the instrument was readministered. The hypothesis was tested using the paired t-test. Statistical analysis led to the acceptance of the hypothesis at< .001 level of significance. There was a change in the pretest-posttest scores as a result of the CHF teaching program. The group's test score increased an average of 3.24 points.