Abstract
Background and aims: Anticoagulant medications have widespread preventive and therapeutic applications in medical science, such as in the treatment of patients with coronary artery disorders. However, they are also associated with an increased risk of bleeding. On the other hand, receiving education tailored to the patients' level of awareness affects the rates of readmission and the occurrence of complications due to medication use. Therefore, the aim of this study was to determine the impact of needs-based education on the knowledge of patients receiving oral anticoagulant medication. Methods: This study was a quasi-experimental research design with a pre-test and post-test approach and a control group, conducted on 70 patients receiving oral anticoagulant medications in 2024. Sampling was conducted using a convenient method followed by block randomization. The intervention group received needs-based education through educational pamphlets and face-to-face instruction. Data collection tools included a demographic information form and a drug knowledge questionnaire, which were completed before and six weeks after the intervention. Data analysis was performed using SPSS software version 19 and relevant statistical tests. Results: Before the intervention, no statistically significant differences were observed between the two groups in terms of demographic characteristics and mean drug knowledge scores (p > 0.05). Pre-intervention drug knowledge scores for the intervention and control groups were 20.58 ± 8.97 and 24.94 ± 9.46, respectively, And no significant difference was observed between the two groups (p = 0.054). After the intervention, the mean drug knowledge scores changed to 30.85 ± 7.45 in the intervention group and 25.37 ± 8.58 in the control group, and a significant difference was observed between the two groups (p=0.006). Conclusion: Needs-based education is effective in improving knowledge about oral anticoagulants, medication adherence. It is recommended that educational programs be designed based on patient needs to ensure they are engaging and not repetitive, fostering motivation and enthusiasm for learning among patients.