Education based on VARK learning style versus lecture method on blood pressure level of patients with primary hypertension

Abstract

BACKGROUND: Hypertension (HTN) has become the costliest public health problem. After performing educational interventions, blood pressure (BP) of patients with this disease can be significantly reduced. The adaptation of the educational method to the individual learning style can be more effective on the patients' learning and thus better control of their BP with better educational effectiveness. The aim of this study was to compare educating based on visual, aural, reading/writing, and kinesthetic (VARK) learning style versus lecture method on BP level of patients with primary HTN. METHODS: This study was a semi-experimental and pretest-posttest study conducted on patients with primary HTN referred to the comprehensive health service centers in Bandar Abbas, Iran, from January 2019 to December 2019. 88 patients were selected by convenience sampling method and divided into two groups of education based on VARK learning style and lecture. The training sessions were presented for the members of education based on VARK learning style group based on their learning style and as a presentation for lecture group. Patients' BP was measured before and after the intervention as a measure of the effectiveness of training on patients' learning. Data analysis was done by SPSS statistical software and using descriptive indices, chi-square test, t-test, Mann-Whitney, paired t, and Wilcoxon test. RESULTS: Before the intervention, there was no significant difference between the average systolic BP (SBP) and diastolic BP (DBP) of the two groups (P 0.05). CONCLUSION: Education based on VARK learning style does not have more effect in reducing SBP and DBP of patients than lecture method.

Keywords

• high blood pressure
• learning
• lectures
• teaching methods