Suzanne Fredericks1. 1. Ryerson University, School of Nursing, Faculty of Community Services, 350 Victoria Street, Toronto, ONT M5B 2K3, Canada. sfrederi@ryerson.ca
Abstract
BACKGROUND: The primary focus of this study is on the timing of the delivery of education to patients who had CABG surgery. AIM: To determine the efficacy of an individualized telephone patient education intervention, delivered at two different points in time (1-2 days pre-discharge versus 1-2 days post-discharge) in enhancing the CABG patient's knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency. METHOD: A randomized clinical trial that included a convenience sample of first time CABG patients. Individuals who received education pre-discharge were compared to individuals who received education post-discharge on the outcomes. RESULTS: Results indicated no statistically significant difference in outcomes between the two time points. As well, anxiety levels were found to be significantly higher in the pre-discharge group than the post-discharge group. CONCLUSIONS: The individualized nature of the educational intervention may have accounted for non-significant findings reported in outcomes between the two time points. PRACTICE IMPLICATIONS: Nurses may consider assessing anxiety levels prior to delivery of educational interventions, implement interventions aimed at reducing anxiety levels, and provide individualized teaching.
BACKGROUND: The primary focus of this study is on the timing of the delivery of education to patients who had CABG surgery. AIM: To determine the efficacy of an individualized telephone patient education intervention, delivered at two different points in time (1-2 days pre-discharge versus 1-2 days post-discharge) in enhancing the CABG patient's knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency. METHOD: A randomized clinical trial that included a convenience sample of first time CABG patients. Individuals who received education pre-discharge were compared to individuals who received education post-discharge on the outcomes. RESULTS: Results indicated no statistically significant difference in outcomes between the two time points. As well, anxiety levels were found to be significantly higher in the pre-discharge group than the post-discharge group. CONCLUSIONS: The individualized nature of the educational intervention may have accounted for non-significant findings reported in outcomes between the two time points. PRACTICE IMPLICATIONS: Nurses may consider assessing anxiety levels prior to delivery of educational interventions, implement interventions aimed at reducing anxiety levels, and provide individualized teaching.
Authors: Gloria Posadas-Collado; María J Membrive-Jiménez; José L Romero-Béjar; José L Gómez-Urquiza; Luis Albendín-García; Nora Suleiman-Martos; Guillermo A Cañadas-De La Fuente Journal: Int J Environ Res Public Health Date: 2022-03-04 Impact factor: 3.390