Effect of Teaching Guidelines on Outcomes of Patients with Laryngopharyngeal Reflux Disease

Document Type : Original Article

Authors

1 Assist Professor of Medical -Surgical Nursing -Faculty of Nursing - Benha University, Egypt.

2 Lecturer 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

Egyptian Journal of Health Care
Volume 15, Issue 4
December 2024
Pages 881-895

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