Renee Causey-Upton1,2,3,4,5, Dana M Howell1,2,3,4,5, Patrick H Kitzman1,2,3,4,5, Melba G Custer1,2,3,4,5, Emily V Dressler1,2,3,4,5. 1. Renee Causey-Upton, PhD, OTD, MS, OTR/L, Associate Professor, Department of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond. 2. Dana M. Howell, PhD, OTD, OTR/L, FAOTA, Full Professor and Chair, Department of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond. 3. Patrick H. Kitzman, PhD, PT, Full Professor, Department of Physical Therapy and Rehabilitation Sciences, University of Kentucky, Lexington. 4. Melba G. Custer, PhD, OT/L, Professor, Occupational Therapy Department, Spalding University, Louisville, KY. 5. Emily V. Dressler, PhD, Associate Professor, Department of Biostatistical Sciences, Wake Forest University, Winston-Salem, NC.
Abstract
BACKGROUND: Preoperative education aids in reducing the incidence of poor outcomes after total knee replacement (TKR) and increasing patient readiness for discharge home but is not well described in the literature. PURPOSE: The purpose of the study is to describe the current design of preoperative education for TKR across the United States. METHODS: A large, national sample of orthopaedic nurses completed an online survey to describe preoperative education at their facilities. RESULTS: Most participants provided preoperative education as part of interprofessional teams in either a group format or combined group and individual education. Verbal instruction was the most common educational delivery method, followed by written instruction. Education typically lasted between 1 and 1.5 hours, was delivered in a single session, and included a variety of topics. CONCLUSION: Results of this study describe preoperative educational practices and can support future research to improve patient outcomes following TKR surgery.
BACKGROUND: Preoperative education aids in reducing the incidence of poor outcomes after total knee replacement (TKR) and increasing patient readiness for discharge home but is not well described in the literature. PURPOSE: The purpose of the study is to describe the current design of preoperative education for TKR across the United States. METHODS: A large, national sample of orthopaedic nurses completed an online survey to describe preoperative education at their facilities. RESULTS: Most participants provided preoperative education as part of interprofessional teams in either a group format or combined group and individual education. Verbal instruction was the most common educational delivery method, followed by written instruction. Education typically lasted between 1 and 1.5 hours, was delivered in a single session, and included a variety of topics. CONCLUSION: Results of this study describe preoperative educational practices and can support future research to improve patient outcomes following TKR surgery.
Authors: Anna M Anderson; Benjamin T Drew; Deborah Antcliff; Anthony C Redmond; Christine Comer; Toby O Smith; Gretl A McHugh Journal: Syst Rev Date: 2022-09-02