Effect of Educational Interventions to Reduce Readmissions due to Heart Failure Decompensation in Adults: a Systematic Review and Meta-analysis

Efecto de intervenciones educativas para reducir readmisiones debido a descompensación de falla cardiaca en adultos: una revisión sistemática y meta-análisis

Efeito de intervenções educacionais para reduzir as readmissões devido à descompensação da insuficiência cardíaca em adultos: uma revisão sistemática e meta-análise

Heart failure (HF) is part of the group of cardiovascular diseases. Defining this disease is complex, given that it involves different processes and its etiology is also varied, which is why it is referred to as a “syndrome”. Simply stated, it may be understood as “state in which the heart is not capable to pump the amount of blood necessary to fulfil the needs of the organism”.¹⁾ Moreover, due to its high morbidity and mortality figures,^2,3 currently, HF is considered a public health problem, besides implying a high cost for governments and health systems. Evidence shows that the prevalence of HF increases gradually with age and it is estimated to affect 10% of elderly adults, becoming the first cause of hospitalization in this population.⁴⁾

In relation with the socioeconomic burden due to HF, some European and South American countries show high costs for health services;^3,5,6 which has become a great concern for the governments and health institutions. Another one of the serious problems of HF is the increase of readmissions of patients due to the decompensation of the disease.⁴ Within this context, over time, specialized units have been created with programs of multidisciplinary approach for the integral management of patients with HF.³ Among these programs, education of patients is crucial to improve the clinical outcomes of patients. Health education is one of the professional roles of nursing. Nurses must have the ability to evaluate the patients’ individual needs for education and be able to improve their self-care practices that contribute to the reduction of readmissions.²⁾ Educational interventions can vary in their intensity, methodology, or strategy. The effect sought with these interventions is to achieve a greater number of patients with HF aware of their disease and of the importance of self-care habits for their health. This, in turn, favors better control of the disease and reduction of the different complications and costs associated with HF.^5,6

Due to the aforementioned, up-to-date syntheses are required of the literature that evidences the effect the educational interventions have on reducing readmissions due to decompensation of the HF syndrome. Although primary studies exist to address this problem, it is important to group systematically every evidence to permit greater comprehension of the phenomenon and generate new results that contribute to the recovery of individuals who endure this disease. Hence, the objective of this study was to estimate the combined effect of the educational interventions on reducing hospital readmissions and time of hospital stay in adults with HF, compared with usual care.

Design and registry of the protocol. This was a systematic review (SR) and meta-analysis (MA) of randomized controlled trials (RCTs) that followed the recommendations of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement ⁷ and of the Cochrane Handbook ⁸ for SR of intervention studies. The protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO) with code CRD42019139321.

Source of data and search strategy. The information was collected from the following electronic databases: PubMed/Medline, Embase, Lilacs, Cochrane CENTRAL, Scopus, and Web of Science. Searches were made from inception until July 2019, using MeSH terms and entry terms for PubMed/Medline, emtree terms for Embase and descriptors for the other databases. Likewise, the following filters were used for the search strategy: randomized controlled trials, studies in humans and English, Portuguese, Spanish languages. To identify additional studies, search was made in other sources that included the review of references of the studies included, SR published, and the network of primary registries of RCTs recognized by the World Health Organization.

The following search strategy was used for PubMed/Medline: ((Heart failure[MeSH Terms]) OR (Cardiac Failure)) OR (Heart Decompensation)) OR (Decompensation, Heart)) OR (Congestive heart failure)) OR (Heart Failure, Congestive)) )) AND (Knowledge[MeSH Terms])) AND (Self-care[MeSH Terms]))) OR (Care, Self)) OR (Self-care behaviors[MeSH Terms])) OR (Self-management[MeSH Terms])) OR (Management, Self)) OR (Self-efficacy[MeSH Terms])) OR (Efficacy, Self)) OR (Self Concept[MeSH Terms])) OR (Self-confidence)) OR (Confidence, Self)) AND (Education[MeSH Terms])) AND (Patient education[MeSH Terms]) ) ) OR (Education, Patient)) ) OR (Education of Patients) ) AND (Education, nursing [MeSH Terms])) ) OR (Nursing Education)) OR (Educations, Nursing)) OR (Nursing Educations)) AND (Health education[MeSH Terms])) OR (Education, Health)) AND (Standard of Care)

Eligibility criteria of the studies. This SR and MA included experimental studies or CCT-type intervention studies. The following PICO (population, intervention, comparator, outcomes) research question was used to consider the eligibility of the studies, P: adult patients with HF in any stage of the disease; I: educational interventions; C: usual or standard care, and O: reduced readmissions and time of hospital stay due to decompensation of the HF.

Data extraction. Identification and selection of the studies was performed independently by two reviewers, who were young undergraduate researchers with prior training and certification in SR and MA. Disagreements were solved through the intervention of a third reviewer, senior researcher with PhD formation and experience in SR and MA. Articles duplicated in several databases were considered only once. The Mendeley reference manager was used to store references and eliminate duplicate studies.

Outcomes. The principal outcome was the decrease of hospital readmissions due to decompensation of the HF and the secondary outcome was the decrease of days of hospital stay.

Evaluation of the risk of study bias. The risk of bias (RoB 1) tool from the Cochrane Collaboration ⁹ was used to evaluate the risk of bias in RCTs. The following parameters were evaluated: random sequence generation and allocation concealment, blinding of participants and personnel, blinding of outcome assessment, incomplete outcome data, selective reporting of results and other sources of bias.

Data analysis. Estimation of the grouped effect was conducted with the Review Manager (RevMan 5.4) software from the Cochrane Collaboration. The dichotomous results are presented and compared by using relative risk (RR) through the Mantel-Haenszel method and for continuous results the mean difference (MD) is presented through the inverse-variance weighted; both with their respective 95% confidence intervals (CI). Likewise, to quantify the heterogeneity of the studies included, the inconsistency (I²) statistic was used and the graphic presentation of the MA results used the forest plot. To evaluate publication bias or bias due to missing results, the Stata 16.0 software was used, through the Egger test and the funnel plot.

This up-to-date synthesis of the evidence shows the favorable combined effect of educational interventions during prolonged follow-up times (six and twelve months) to reduce readmissions and time of hospital stay in adults with HF. These results are coherent with other SR and MA conducted prior to this study.^55-57 In addition, the results found reinforce the importance of education for patients and of the multidisciplinary management of the HF syndrome. Similarly, these educational strategies become an alternative of effective intervention to improve the clinical outcomes of patients and which can be useful to reduce costs associated with health services due to HF decompensation. Within this context, a 2017 SR ⁵⁵ concluded that educational interventions, especially those guided by nurses, have positive effects on decreasing readmissions due to HF.

Two of its studies, which are also part of this SR^38,42 evidenced 50% reduction in readmissions when patients were subjected to educational interventions. In addition, an MA from 2019,⁵⁶ that included seven of the RCTs from this study, demonstrates a reduction in hospital readmissions due to HF in follow-up from 6 to 12 months of 27% (RR: 0.73; 95% CI: 0.61 to 0.88; I²: 0%) and a general 22% reduction, which groups all the follow-up times. The previously stated, reaffirms the results obtained in this study and gives value to educational interventions as a low-cost strategy to improve the clinical response of patients with HF.

Likewise, another MA from 2019,⁵⁷ obtained similar data. The researchers showed reduction of readmissions at 12 months of 36% (RR: 0.64; 95% CI: 0.53 to 0.78; I²: 51%). Moreover, this study also evidenced a decrease of approximately two days in hospital stay of adult patients with HF at 12-month follow-up and favorable for the educational interventions. However, no evidence was found of other SR or MA that have evaluated the effect of educational interventions for this result, becoming a significant contribution of this SR and which opens an important path to study this clinical outcome.⁵⁷⁾ These results of the evidence can be a starting point to restructure nursing care and management programs for adults with HF. A proactive scenario is proposed in which patients after their discharge continue being a priority and responsibility for health institutions to avoid new readmissions. The findings of studies with prolonged follow-up times show that companionship and active monitoring of patients by a multidisciplinary team generate a positive impact on the clinical outcomes of patients. ^56,57

Another relevant aspect of this SR is that the educational interventions from the studies selected were variables on frequency, duration, methodology and personnel in charge of conducting them. Nevertheless, it is worth highlighting that a vast number of them were carried out by the nursing staff experienced in the cardiovascular area, which reinforces the importance of the nurses’ educator role as an effective strategy in reducing hospital readmissions and maintaining the quality of life of patients with HF. The aforementioned is based on nurses being the professionals called on to provide primary care in patients with chronic diseases.^58,59

Also, it is important to mention although the study followed the methodological recommendations by the Cochrane Collaboration, this SR and MA had some limitations. First, lack of information is highlighted on the blinding of outcome assessment in some studies. Second, no additional analyses or meta-regressions were performed to explain possible sources of heterogeneity during some follow-up times I² values > 60%. Lastly, this SR and MA did not use the GRADE (Grading of Recommendations, Assessment, Development and Evaluation) methodology to evaluate the degrees of recommendation of the studies selected. Nonetheless, the evaluation of the risk of bias de los RCTs showed that most of the studies included had low risk of bias for the principal domains of the Cochrane RoB 1 tool.

In conclusion, this study demonstrates the protective effect of the educational interventions in adult patients with HF, compared with usual care, to reduce readmissions and days of hospital stay due to decompensation of the disease. Additionally, the results can be useful to reaffirm the need to implement in the clinical practice these intervention strategies during broad follow-up periods and which approach the patient during the transition from hospital to the home. Finally, the importance of participation of nurses in the multidisciplinary teams for the therapeutic approach of adult patients with HF is evident.

the authors thank Mónica López de Ávila for her support during the first stage of the research.