Effect of Model-Based Educational Intervention on Improving Treatment Satisfaction and Self-Efficacy for Patients with Multiple Sclerosis

Background: Demyelination of nerve cells and central nervous system damage are hallmarks of
multiple sclerosis (MS), one of the most prevalent chronic illnesses of the central nervous system.
This study aimed to evaluate the effect of model-based educational intervention on improving
treatment satisfaction and self-efficacy for patients with multiple sclerosis. Method: A quasiexperimental design was used. Setting: The study was conducted at the neurology department and
neurology outpatient clinics at Mansoura University Hospital. Subjects: A purposive sample of 90
patients was divided equally into two groups, and a study and control group (each one 45 patients)
were included. Tools for data collection: Tool I: Structured Interview Questionnaire included Part
1: Demographic data of patients, and Part 2: Health History. Tool (2): Multiple Sclerosis
Knowledge Questionnaire (MSKQ). Tool III: Treatment Satisfaction Questionnaire for Medication,
and Tool IV: Multiple Sclerosis self-efficacy scale. Results: the study found that before modelbased educational intervention (82.2%), patients had low knowledge, but afterward (75.6%) had
good knowledge. In the control group, 80% of patients had low knowledge after routine care, while
2.2% had good knowledge. The study group had a global satisfaction score of 40.83 ± 24.01, while
the control group had 39.58 ± 24.64. After the program, the study group had a score of 59.03 ±
18.49 and the control group had 40.28 ± 25.51. The study group had a mean self-efficacy score of
41.51 ± 11.20 before the program and 62.64 ± 10.99 after the program, while the control group had
a mean score of 40.87 ± 10.89 before the study and 31.44 ± 11.33 following routine care. There was
a substantial positive link between knowledge, global satisfaction, and self-efficacy in study groups
before and after the training (p <0.001*). Conclusion: The study results concluded that
implementing model-based educational intervention significantly enhanced knowledge, treatment
satisfaction, and self-efficacy in patients with multiple sclerosis, suggesting its potential as a
standard care model. Recommendations: Model-based educational intervention (cohesive nursing
model) is recommended to be used by nurses to provide continuous care and interventions for MS
patients. Future research should be implemented to study the effect of model-based educational
intervention on MS patients in distinctive settings.