Open AccessAdherence to CPAP therapy: comparing the effect of three educational approaches in patients with obstructive sleep apnoea
Author(s) -
Delanote Isabelle,
Borzée Pascal,
Belge Catharina,
Buyse Bertien,
Testelmans Dries
Publication year - 2018
Publication title -
the clinical respiratory journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.789
H-Index - 33
eISSN - 1752-699X
pISSN - 1752-6981
DOI - 10.1111/crj.12491
Subject(s) - medicine , sleep (system call) , intensive care medicine , obstructive sleep apnea , physical therapy , computer science , operating system
Continuous positive airway pressure (CPAP)‐therapy is the first‐line treatment for moderate to severe obstructive sleep apnoea (OSA). A significant limitation of CPAP treatment is the poor therapy adherence, compromising the beneficial effects. Objective This study evaluates three different educational approaches and their effect on therapy adherence. Method This single‐center, retrospective study compared three groups of 100 consecutive, CPAP‐naive patients with moderate to severe OSA who were started on CPAP therapy. Group 1 and 2 received the same individual structured education on two consecutive days with an extra phone call 7 to 10 days after CPAP start in group 2. Group 3 received individual structured education on the first day and participated in a group education using a slide presentation open for discussion on the second day. Re‐evaluation was performed after 24 weeks. Results Baseline characteristics did not differ significantly between groups. During the 24 weeks follow‐up there was a drop‐out rate of 16% (group 1), 12% (group 2) and 5% (group 3). In the patients still on CPAP after 24 weeks, the mean nightly CPAP usage was, respectively, 4.7 ± 1.8, 5.2 ± 2.3 and 5.7 ± 2.1 h/night. In group 3 both the drop‐out rate and mean CPAP usage were significantly different ( P values, respectively, P < 0.05 and P < 0.01) compared with group 1. Conclusion Improving CPAP adherence is an ongoing challenge. This study shows that a multi‐modality approach, using a combination of individual and group education using a slide presentation open for discussion resulted in improved therapy adherence.