Muaz Gülşen1, Neriman Akansel2. 1. Department of Surgical Nursing, Çukurova University, Faculty of Health Sciences, Adana, Turkey. 2. Department of Surgical Nursing, Bursa Uludağ University, Faculty of Health Sciences, Bursa, Turkey. Electronic address: nakansel@uludag.edu.tr.
Abstract
PURPOSE: Assess the impact of planned discharge education and telephone follow-up of patients who underwent cataract surgery on daily living activities. DESIGN: A controlled comparative study. METHODS: This study was carried out on patients who underwent cataract surgery (intervention group = 72, control group = 72). Discharge education designed according to the Model of Living was used in the intervention group. Phone follow up was performed for both groups after surgery and activities were assessed. FINDINGS: Significant differences were found between the two groups in applying eye drops, knowledge on using old eye glasses and protecting the operated eye, conditions requiring a physician call, conditions that may deteriorate the operated eye, personal hygiene, mobilization, and sleeping (P < .05). CONCLUSIONS: Using a Model of Living in discharge education of cataract patients and following up using a structured checklist was an effective intervention. This model can be efficiently used in postoperative education of day surgery patients.
RCT Entities:
PURPOSE: Assess the impact of planned discharge education and telephone follow-up of patients who underwent cataract surgery on daily living activities. DESIGN: A controlled comparative study. METHODS: This study was carried out on patients who underwent cataract surgery (intervention group = 72, control group = 72). Discharge education designed according to the Model of Living was used in the intervention group. Phone follow up was performed for both groups after surgery and activities were assessed. FINDINGS: Significant differences were found between the two groups in applying eye drops, knowledge on using old eye glasses and protecting the operated eye, conditions requiring a physician call, conditions that may deteriorate the operated eye, personal hygiene, mobilization, and sleeping (P < .05). CONCLUSIONS: Using a Model of Living in discharge education of cataractpatients and following up using a structured checklist was an effective intervention. This model can be efficiently used in postoperative education of day surgery patients.