Effect of Self-Care Education Based on Team Members Teaching Design on Self-Efficacy in Multiple Sclerosis Patients: A Randomized Controlled Trial

Abstract BackgroundMultiple sclerosis diseases threatens independence and self-efficacy for effective participation in family and community. Patients' low self-efficacy affects their ability to cope with problems and stress, depression their level of motivation in difficult situations. The purpose of this study was to investigate the effect of self-care education by team member teaching on self-efficacy in Multiple sclerosis patients. MethodsIn the randomized controlled trial study, 40 Multiple sclerosis patients from Jahrom MS society were selected by simple random sampling and then were divided into intervention and control groups by random allocation. In the intervention group, 6 training sessions were held twice a week for 60 minutes. Data were collected using Multiple Sclerosis Self-Efficacy Scale before, immediately and one month after intervention in both groups. Data were analyzed by SPSS version 21 and descriptive statistics, chi-square test, repeated measurements and ANOVA at significant level of 0.05.ResultsPatients in intervention and control groups were matched for demographic variables such as age, gender, marital status, education, occupation and so on. The mean score of self-efficacy in before, immediately and one month after intervention significantly different showed in intervention group (p = 0.001), whereas these changes were not significant in the control group (0.228). Self-efficacy scores were also significantly different between control and intervention groups at immediately and one month after intervention (p = 0.001).ConclusionBased on the findings, the team training approach provides a simple and safe learning for patients and leads to the improvement of self-efficacy in Multiple sclerosis patients.