Group education for patients with rheumatoid arthritis and their partners

• DOI: 10.1002/art.11207
• Publication Date: 2003-08-04T17:38:31Z
• Authors: Robert P. Riemsma; Erik Taal; Johannes J. Rasker
• Keywords: Self management; Health Behavior; Social Support; Rheumatoid Arthritis; Patient education; 16. Peace & justice; Self Efficacy; 3. Good health; Arthritis, Rheumatoid; Self Care; Self-Help Groups; 03 medical and health sciences; 0302 clinical medicine; Patient Education as Topic; Humans; Health Services Research; Spouses; Fatigue; Program Evaluation

AbstractObjectiveTo determine the effects of group education followed by booster sessions for people with rheumatoid arthritis (RA), and to determine whether participation of a significant other influenced the effects.MethodsA total of 218 RA patients, each of them with a partner, took part in the study. Two‐thirds of the patients received a 5‐week group self‐management education program, with booster sessions after 3, 6, and 9 months; half of them received the intervention with a partner, and half without. One‐third of the patients received the same educational materials without group sessions. Data were collected 1 week before the group sessions began and 2, 6, and 12 months later. The assessments included health behavior, arthritis self‐efficacy, health status, and social interactions.ResultsAfter 12 months, self‐efficacy scores for coping with other symptoms were significantly higher for patients participating in the group education without a partner and significantly lower for patients participating in the group education with a partner. Fatigue increased in patients participating in the group education with a significant other and decreased in patients participating in the group education without a significant other. No other effects were found on health status, health behavior, or social interactions.ConclusionOur findings suggest that participation of a significant other in psychoeducational programs does not have only positive effects. Instead of stimulating patients to adopt beneficial health behaviors and increase their self‐efficacy expectations, participation of a significant other led in our program to decreases in self‐efficacy and increased fatigue, whereas patients participating in group education without partners showed increases in self‐efficacy and decreased fatigue. Booster sessions did not seem to influence results.