Department of Surgery, United Christian Hospital, Hospital Authority, Hong Kong SAR, China.
J Clin Nurs. 2013 Sep;22(17-18):2551-61. doi: 10.1111/j.1365-2702.2012.04345.x. Epub 2012 Dec 6.
To explore the consistency between the perceptions and actual practice of preoperative patient teaching and also the factors affecting the provision of teaching from the perspective of nurses working in surgical wards.
Preoperative teaching is beneficial to surgical patients in alleviating their anxiety and promoting their postoperative recovery. Despite the leading role in patient teaching by nurses, sparse studies have been addressed the consistency between nurses' perceptions and their actual practice of preoperative teaching in surgical wards.
A cross-sectional survey.
Data were collected by using self-reported preoperative teaching questionnaires together with nurse demographic data sheets. Sampling setting was an acute public hospital and all nurses working in surgical wards (n = 100) were approached in the study.
A total of 86 nurses returned the questionnaires. 'Details of anaesthesia' was the most prominent preoperative teaching component rated by nurses although their major teaching was pertained to 'preoperative preparation'. In addition, oral explanation was reported as the most prevalent way of information delivery and internet was the least preferred method. Discrepancies between nurses' perceptions and actual practice were found in this study. Moreover, nurses' time availability, language barriers and tight operation schedules were perceived as top factors affecting the provision of preoperative teaching. Furthermore, nurses' satisfaction with such patient teaching was significantly associated with their professional training and their daily workload in the clinical setting.
Preoperative patient teaching was not fully achieved by nurses in this study, and the results highlighted the conflicting issues related to the implementation process that could be resolved by means of proper planning and management in clinical practice.
Healthcare organisations and nurse managers should periodically review the existing clinical resources so that sufficient preoperative teaching strategies can be provided. Nurses' perceptions and satisfaction towards preoperative teaching can be compared with those of the patients in further studies so that the insights for developing an effective preoperative teaching programme can be more comprehensive.
探讨外科病房护士对术前患者教学的认知与实际操作的一致性，以及从护士角度出发影响教学实施的因素。
术前教学有利于减轻手术患者的焦虑，促进术后康复。尽管护士在患者教学中发挥主导作用，但关于外科病房护士对术前教学的认知与实际操作之间的一致性的研究甚少。
横断面调查。
采用自我报告的术前教学问卷和护士人口统计学数据表收集数据。研究地点为一家急性公立医院，研究对象为外科病房的所有护士（n=100）。
共有 86 名护士返回了问卷。尽管护士的主要教学内容是“术前准备”，但他们认为“麻醉细节”是最突出的术前教学内容。此外，口头解释是报告中最常见的信息传递方式，而互联网则是最不被接受的方式。研究发现，护士的认知与实际操作之间存在差异。此外，护士的时间可用性、语言障碍和紧张的手术安排被认为是影响术前教学的主要因素。此外，护士对这种患者教学的满意度与他们的专业培训和临床工作中的日常工作量显著相关。
本研究中，护士并未完全完成术前患者教学，结果强调了实施过程中相关的冲突问题，可以通过临床实践中的适当规划和管理来解决。
医疗机构和护士管理者应定期审查现有临床资源，以便提供足够的术前教学策略。在进一步的研究中，可以将护士对术前教学的认知和满意度与患者进行比较，以便更全面地了解制定有效术前教学计划的见解。
