Effect of Teaching Guidelines on Outcomes of Patients with Laryngopharyngeal Reflux Disease | ||||
| Egyptian Journal of Health Care | ||||
| Volume 15, Issue 4, December 2024, Page 881-895 PDF (590.48 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2024.394442 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Rawia Ali Ibrahim1; Shimaa Magdy Abdallah2; Fatma Mohammed Attia2 | ||||
| 1Assist Professor of Medical -Surgical Nursing -Faculty of Nursing - Benha University, Egypt. | ||||
| 2Lecturer of Medical -Surgical Nursing- Faculty of Nursing- Benha University, Egypt. | ||||
| Abstract | ||||
| Background: Laryngopharyngeal reflux (LPR) is referred to the supra-esophageal reflux. It describes a condition where stomach contents flow backward into the esophagus, impacting the aerodigestive tract and causing symptoms in the throat, particularly in the laryngopharynx. Aim: The study aimed to evaluate the effect of teaching guidelines on outcomes of patients with laryngopharyngeal reflux disease. Design: A quasi experimental research design (pre /post) test design. Settings: The current research was carried out in the Ear, Nose and Throat Department (ENT) and ENT outpatient clinic at Benha University Hospital, Qaliobia, Egypt. Subjects: A purposive sample of 100 adult patients with laryngopharyngeal reflux disease. The study employs four data collection tools. They were structured interview questionnaire, patients' attitude assessment sheet, and patients' self-reported practices assessment sheet, and physical symptoms assessment sheet. Results: reveals that 58.0% of the patient had average knowledge level before teaching guidelines implementation. However, 92.0% of them had good knowledge one month after guidelines implementation, which declined to 60.0% at follow up phase. Regarding patients' attitude, highly statistically significant differences were revealed between attitude items through the three study phases at p<0.001. Also, the overall mean score of reported practices was 52.58±5.01 pre teaching guidelines implementation, which increased to 92.83±3.23 and 92.95±2.24 post one month and at follow up respectively. Regarding physical symptoms, there were statistically, and highly statistically significant differences for all physical symptoms throughout the three study phases at p<0.001. Conclusion: Implementing teaching guidelines for patients with LPR disease has a positive effect in improving knowledge, attitude, self-reported practices and reduce severity of physical symptoms. Recommendation: Activate the role of nurse as educator to teach patients with LPR about lifestyle modifications and its positive effect on improving patients’ physical outcomes. | ||||
| Keywords | ||||
| Laryngopharyngeal Reflux Disease; Teaching Guidelines and Outcomes | ||||
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