|Type: ||Researcher Study|
|Title: ||Do patient's perceptions of the importance of five types of preoperative teaching differ from nurse's perceptions of the importance of five types of preoperative teaching for ambulatory surgical procedures|
|Do patient's perceptions of the importance of five types of preoperative teaching differ from nurse's perceptions of the importance of five types of preoperative teaching for ambulatory surgical procedures|
|Effective patient education will assist health care providers in reaching their goals of optimum patient compliance and increased patient satisfaction. To provide effective patient education there must be congruence between what patients want to learn and what nurses believe is important to teach. The purpose of this study is to: describe patient perceptions of what teaching they believe is important to receive from a nurse preoperatively; describe nurse perceptions of what is important to teach preoperatively; and compare patient and nurse perceptions of the importance of the five types of preoperative teaching. The theoretical frameworks used in this study are Malcolm Knowles' Theory of Adult Learning and Jean Jenny's (1978) Model of Patient Teaching.|
The five types of preoperative teaching are: Psychosocial support includes patient-nurse interactions that enable patients to deal with anxiety and enhance coping (Yount & Schoessler, 1991). Situational information pertains to explanations about nursing care activities, and equipment; and the event patients would experience (Yount & Schoessler, 1991). Patient role relates to the behaviors expected of the patient for the achievement of treatment goals (Yount & Schoessler, 1991). Sensation-discomfort refer to descriptions of what the patient would feel during perioperative period (Yount & Schoessler, 1991). Skills training involve explanations and guided practice of skills, such as leg exercises, that aide postoperative recovery (Yount & Schoessler, 1991).
Design: This is a replication of a descriptive study. More specifically this study will be a survey design using a paper and pencil questionnaire. The survey contains 73 items, organized into 5 subscales, that operationalize the five dimensions of preoperative teaching. Patient demographic data will include: age, sex, years of formal education, and occupation. Nurse demographic data will include: age, sex, basic preparation for RN licenser, highest degree obtained, years of experience as an RN, and the percentage of time nurses cared for surgical patients. The survey has been reviewed for validity and has a reliability coefficient of approximately .82 to .94 for each of the five subscales.
Sample: The patient sample for this study will be obtained form the Surgical Services operating room schedule. The selection criterion for patients requires the subjects to be alert and oriented, able to read and speak English, scheduled for a surgery requiring a general anesthetic, and discharged the same day of surgery. The sample will be a convenience sample of all patients who have laparoscopic surgery and inguinal hernia repair within a one month period at a private for profit hospital owned Ambulatory Surgical Unit. Those patients who under go the procedure for an emergency and/or are admitted to the hospital will not be included in the sample.
The nurse sample will be a convenience sample of RN's employed by the hospital's Surgical Services Department, which includes the ambulatory surgical unit, holding area, operating room and recovery room. There will be no follow-up survey to prevent feelings of coercion and possibly jeopardizing validity and reliability.
Method of data collection: Initial contact with the patients will be in the Ambulatory Surgical Unit after their surgery. The subjects that meet sample criteria will be given a survey by the researcher before patient discharge. Patients will be instructed to mail the survey to the researcher. All patients whose survey is not received within 7 days will be mailed a second survey.
Nurses that meet the criteria will be given the same survey during the next month. They will be instructed to mail the completed survey to the researcher within 7 days.
Analysis of Data: Descriptive statistics of frequency distribution, measures of central tendency, and dispersion will be used to describe the samples and their ratings of the teaching variables. The Pearson product moment correlation procedure will be used to examine the relationships of the demographic characteristics of age and years of formal education (patient sample) and age and years of work experience (nurse sample) and the rating of the importance of preoperative teaching. Independent t-tests will be used to compare the difference in nurse and patient mean ratings for each dimension of preoperative teaching.
Implication: This study will add to the body of nursing knowledge because it is one of the few patient education studies utilizing nursing theory and investigating the ambulatory surgical setting. It is a replication of another study, which will test the reliability of the questionnaire and possibly give nursing a reliable and valid tool to assess patient education needs. As a results of this research, our understanding of patient education needs will be increased. Understanding patient education needs will increase nurses' ability to provide effective patient education, which is the key to optimum patient compliance and increased patient satisfaction.
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|Repository Posting Date: ||28-Oct-2011 |
|Date of Publication: ||17-Oct-2011 |
|Appears in Collections: ||[Legacy Collection] Varied Submissions (Research Study Abstracts)|
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