2.50
Hdl Handle:
http://hdl.handle.net/10755/163842
Category:
Abstract
Type:
Article
Level of Evidence:
Systematic Review
Research Approach:
Translational Research/Evidence-based Practice
Title:
Knowledge retention from preoperative patient information
Author(s):
Stern, Cindy; Lockwood, Craig
Author Details:
Cindy Stern, BHSc(Hons), Coordinator JBI Connect, email: cindy.stern@adelaide.edu.au; Craig Lockwood, RN, BN, MNSc
Abstract:
Background: Preoperative education is a common feature of the preoperative preparation for many surgical procedures. It is anticipated that this education will result in beneficial outcomes for the patient. Many studies have evaluated the effectiveness of different formats used to deliver the information, and the effect of this information on a variety of outcomes. While there has been substantial research and several meta-analyses undertaken on different aspects of preoperative education, there has been no previous attempt to summarise this body of research to evaluate its impact on knowledge and understanding of patients. Objective: The objective of this review was to present the best available evidence related to knowledge retention and/or correct performance of postoperative activities after preoperative patient education. Review method: This review considered all studies that included adults in a hospital setting, either as inpatients or same day surgical patients, and who received some form of information and/or instruction before an operative procedure. Interventions were the methods of preoperative patient education, instruction or teaching, and included evaluations of the effectiveness of different presentations such as: written information; audio-visual aids; computer-assisted instruction; and learning packages in either group or individual formats, at either pre-admission or post-admission. The primary outcomes were those associated with the understanding of the information related to the operative or postoperative period that were provided in the intervention and included: 1) increased knowledge; 2) ability to perform postoperative activities; and 3) time to teach skills. This review considered randomised controlled trials that evaluated forms of preoperative patient education and their effect on patient understanding, knowledge and ability to perform postoperative activities. Results: The findings of this review support the use of pamphlets to inform patients and to improve their skills. The role of videos as a preoperative instruction tool has not been rigorously evaluated. However, existing studies support the use of preoperative videos to improve patient knowledge and skill. The data suggest that the instructional method, the act of educating a patient by delivering directions for actions or behaviour is useful for improving patients' knowledge of their treatment and their ability to perform and comply with required exercises. However, instruction is likely to be more effective if provided before admission. If teaching is to be done after admission, using a group format has been shown to be equally as effective as individual instruction. Conclusions: Although numerous studies have been performed on many aspects of preoperative education, little high-quality research has assessed the effectiveness of this information on patient knowledge and ability to perform specific skills such as exercises. Further research is required to examine: (i) the effectiveness of pamphlets and other written material for people with English as a second language or limited literary skills; (ii) the accuracy of information provided in preoperative pamphlets; (iii) the effectiveness of pamphlets on general populations; (iv) the role of videos and learning packages; (v) the effectiveness of preoperative instruction; and (vi) the changes in patient misconceptions with the provision of preoperative information.
Keywords:
Patient education; Preoperative period
Repository Posting Date:
27-Oct-2011
Date of Publication:
2005
Citation:
Stern, C., & Lockwood, C. (2005). Knowledge retention from preoperative patient information.�International Journal Of Evidence-Based Healthcare,�3(3), 45-63.
Publisher:
Wiley-Blackwell
Conference Date:
2006
Conference Name:
Joanna Briggs Institute 2006 International Convention
Conference Host:
Joanna Briggs Institute
Conference Location:
Hilton Adelaide, South Australia
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typeArticleen_GB
dc.evidence.levelSystematic Reviewen_US
dc.research.approachTranslational Research/Evidence-based Practiceen_US
dc.titleKnowledge retention from preoperative patient informationen_GB
dc.contributor.authorStern, Cindyen_US
dc.contributor.authorLockwood, Craigen_US
dc.author.detailsCindy Stern, BHSc(Hons), Coordinator JBI Connect, email: cindy.stern@adelaide.edu.au; Craig Lockwood, RN, BN, MNScen_US
dc.identifier.urihttp://hdl.handle.net/10755/163842-
dc.description.abstractBackground: Preoperative education is a common feature of the preoperative preparation for many surgical procedures. It is anticipated that this education will result in beneficial outcomes for the patient. Many studies have evaluated the effectiveness of different formats used to deliver the information, and the effect of this information on a variety of outcomes. While there has been substantial research and several meta-analyses undertaken on different aspects of preoperative education, there has been no previous attempt to summarise this body of research to evaluate its impact on knowledge and understanding of patients. Objective: The objective of this review was to present the best available evidence related to knowledge retention and/or correct performance of postoperative activities after preoperative patient education. Review method: This review considered all studies that included adults in a hospital setting, either as inpatients or same day surgical patients, and who received some form of information and/or instruction before an operative procedure. Interventions were the methods of preoperative patient education, instruction or teaching, and included evaluations of the effectiveness of different presentations such as: written information; audio-visual aids; computer-assisted instruction; and learning packages in either group or individual formats, at either pre-admission or post-admission. The primary outcomes were those associated with the understanding of the information related to the operative or postoperative period that were provided in the intervention and included: 1) increased knowledge; 2) ability to perform postoperative activities; and 3) time to teach skills. This review considered randomised controlled trials that evaluated forms of preoperative patient education and their effect on patient understanding, knowledge and ability to perform postoperative activities. Results: The findings of this review support the use of pamphlets to inform patients and to improve their skills. The role of videos as a preoperative instruction tool has not been rigorously evaluated. However, existing studies support the use of preoperative videos to improve patient knowledge and skill. The data suggest that the instructional method, the act of educating a patient by delivering directions for actions or behaviour is useful for improving patients' knowledge of their treatment and their ability to perform and comply with required exercises. However, instruction is likely to be more effective if provided before admission. If teaching is to be done after admission, using a group format has been shown to be equally as effective as individual instruction. Conclusions: Although numerous studies have been performed on many aspects of preoperative education, little high-quality research has assessed the effectiveness of this information on patient knowledge and ability to perform specific skills such as exercises. Further research is required to examine: (i) the effectiveness of pamphlets and other written material for people with English as a second language or limited literary skills; (ii) the accuracy of information provided in preoperative pamphlets; (iii) the effectiveness of pamphlets on general populations; (iv) the role of videos and learning packages; (v) the effectiveness of preoperative instruction; and (vi) the changes in patient misconceptions with the provision of preoperative information.en_GB
dc.subjectPatient educationen_US
dc.subjectPreoperative perioden_US
dc.date.available2011-10-27T11:30:32Z-
dc.date.issued2005en_GB
dc.date.accessioned2011-10-27T11:30:32Z-
dc.identifier.citationStern, C., & Lockwood, C. (2005). Knowledge retention from preoperative patient information.�International Journal Of Evidence-Based Healthcare,�3(3), 45-63.en_US
dc.publisherWiley-Blackwellen_US
dc.identifier.issn1744-1595-
dc.conference.date2006-
dc.conference.nameJoanna Briggs Institute 2006 International Convention-
dc.conference.hostJoanna Briggs Institute-
dc.conference.locationHilton Adelaide, South Australia-
dc.identifier.citationStern, C., & Lockwood, C. (2005). Knowledge retention from preoperative patient information.�International Journal Of Evidence-Based Healthcare,�3(3), 45-63.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item.-
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