delivered instruction, clinic-based instruction, etc.), Carney, Gillies, Smith and Taylor (1993) report that most eduction programs for hypertension, as well as various other diseases, usually occur at an individual level through a patient's doctor as well as via various media campaigns which also includes general community education.
Carney, Gillies, Smith and Taylor's (1993) evaluation of such programs revealed that they did somewhat elevate patient knowledge about hypertension, although over 70 percent of the patients, especially older patients, requested more information about their disease. This would indicate that a more comprehensive approach may yield greater effects.
One approach that is decidedly more comprehensive than the simple physician-patient model is that of the clinic-based approach. In an effort to assess for the effects of these and other kinds of more comprehensive programs, Devine and Reifschneider (1995) conducted a meta-analysis of 102 studies of patient hypertension education and its effects of compliance with treatment protocols.
Many of the programs evaluated were clinic-based. Devine and Reifschneider (1995) were specifically interested in determining the effects of psychoeducational interventions (programs in which, in addition to educational efforts, psychobehavioral techniques are a large part of treatment delivery).
The results of the metal analysis r
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