HOME BLOOD PRESSURE EDUCATIVE PROGRAMS: IMPACT ON ADULT KNOWLEDGE AND PRACTICE: PP.25.01
Bibliographic record
Abstract
Home blood pressure measurement (HBPM) can improve screening and treatment of hypertension. Other benefits linked with HBPM are better therapeutic adherence, faster reach of blood pressure target value and self-care enhancement. HBPM is included in the vast majority of hypertension guidelines around the world. Patients are becoming more interested in the technique and are buying devices in large numbers. Despite clear benefits demonstrated and attraction provide by HBPM, literature is scarce when it comes to validated educational programs. Few authors have yet to demonstrate the efficacy and validity of a HPBM educational strategy. Objective: Determine the impact on adult knowledge and practice for HBPM following three different educational strategies. Design and Method: A pre test post test design was chosen. Adult workers from a French Canadian University having never received formal teaching on HBPM were included. Participants were randomly assigned to three different educational strategies following Canadian hypertension educational program; individual session, group session or self-learning with a booklet. Knowledge was assessed with a questionnaire while skills were evaluated with an observational grid. Results: Sixty participants were included. Analysis shows that individual, group sessions and self learning strategy improve knowledge significantly with greater post test scores (38%, 54% and 45% vs up 97%, 99% and 90% respectively, p < 0,001). Individual and group sessions were more effective than a self-learning strategy (p = 0,01). As for skills development, individual and group sessions are clearly more effective than self-learning module as shown with post test scores: 74%, 79% and 53% respectively (p = 0,01). Conclusions: This study has demonstrated that different strategies can be used effectively to teach adults how to measure their blood pressure. Notwithstanding this, the interaction with an educator has proven beneficial, especially regarding skills acquisition.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.029 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".