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

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.