Laila - Department of Critical Care Nursing, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
Fidan - Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
Nasim - Fellowship in Heart Failure and Transplantation Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
Mahmood - Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
Farideh - Department of Critical Care Nursing, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran

The present study aims to determine the effect of educational intervention on the level of knowledge and comfort of nurses in heart failure (HF) self-care training. This quasi-experimental study, lacking a control group, was conducted in ۲۰۲۱ with ۱۰۲ nurses working in the coronary care unit at Rajaei Cardiovascular Medical and Research Institute, Tehran, Iran. The nurses were divided into four groups of ۲۰ and one group of ۲۲, participating in a ۲.۵-hour online training session. A pre-test was administered two weeks before the training, and a post-test was conducted four weeks after the training, using completed questionnaires. Data analysis was performed using SPSS version ۲۴ software, employing paired t-tests, independent t-tests, and one-way analysis of variance. Before the training, the average knowledge score was ۱۲.۰۵ (standard deviation [SD]=۲.۲۳), and the average comfort score was ۲۲.۸۴ (SD=۵.۰۹). Following the training, the average knowledge score increased to ۱۷.۹۰ (SD=۱.۰۵), and the average comfort score rose to ۳۱.۰۵ (SD=۲.۱۴). The mean nurses' knowledge and comfort scores showed a significant increase after the educational intervention (P<۰.۰۰۱). The findings indicated that the educational intervention effectively enhanced nurses' knowledge of HF self-care training and increased their comfort levels in teaching patients.

Heart failure, Nursing, Education, educational intervention, Readmission, Self-Care