A Critical Review of Effects of COPD Self-Management Education on Self-Efficacy

Table 2

Main findings from each reviewed study.

Author (citation)	Main findings
Davis et al. [36]	(i) Participants who completed an education program with a prescribed walking regimen exhibited greater self-efficacy for walking.; (ii) No improvement in self-efficacy for managing shortness of breath was found after treatment when measuring the construct using the COPD Self-Efficacy Scale (CSES); however, a statistically significant effect was found when measuring self-efficacy using the Self-Efficacy for Managing Shortness of Breath (SEMSOB).; (iii) Participants exposed to an education program with a prescribed walking regimen revealed improvements in self-efficacy without participation in structured exercise regimens.
Donesky-Cuenco et al. [37]	(i) Statistically significant improvements in self-efficacy for walking found at 4 and 12 months, but not present at 8 months.; (ii) Self-efficacy for managing shortness of breath improved at 4 and 8 months, but the significant effect disappeared at 12 months.
Kara and Asti [38]	(i) Within-group improvements in self-efficacy shown to vary slightly between the experimental and control group, with the self-efficacy enhancement effect diminishing over time for the control group but lasting for the experimental group exposed to the structured education.
Lemmens et al. [39]	(i) Group exposed to education showed no statistically significant change in self-efficacy over a 12-month period, with mean scores on self-efficacy remaining stable throughout the study.
Scherer et al. [40]	(i) Statistically significant improvement in total self-efficacy from baseline to one month following implementation of the educational intervention.; (ii) Statistically significant improvement in self-efficacy for controlling physical exertion from baseline to six months following intervention.; (iii) No statistically significant differences in total self-efficacy found at 6-month followup.
Stellefson et al. [41]	(i) Participants receiving a pamphlet reported higher self-management self-efficacy than those receiving a DVD and especially greater than that those receiving both educational treatments (DVD + pamphlet) concomitantly.
Wong et al. [42]	(i) Participants in telephone education intervention showed statistically significant improvement total self-efficacy, yet revealed no corresponding significant effects on any subscales, except for physical exertion.