Wu Ka-Lai, Chen Su-Ru, Ko Wen-Chin, Kuo Shu-Yu, Chen Ping-Ling, Su Hui-Fang, Chang Wen-Yin
Nursing Department, Cathay General Hospital, Taipei, Taiwan; School of Nursing, Taipei Medical University, Taipei, Taiwan.
J Clin Nurs. 2014 Jul;23(13-14):2063-73. doi: 10.1111/jocn.12469. Epub 2013 Dec 27.
To evaluate the effectiveness of an accessibility-enhanced multimedia informational educational programme in reducing anxiety and increasing satisfaction with the information and materials received by patients undergoing cardiac catheterisation.
Cardiac catheterisation is one of the most anxiety-provoking invasive procedures for patients. However, informational education using multimedia to inform patients undergoing cardiac catheterisation has not been extensively explored.
A randomised experimental design with three-cohort prospective comparisons.
In total, 123 consecutive patients were randomly assigned to one of three groups: regular education; (group 1), accessibility-enhanced multimedia informational education (group 2) and instructional digital videodisc education (group 3). Anxiety was measured with Spielberger's State Anxiety Inventory, which was administered at four time intervals: before education (T0), immediately after education (T1), before cardiac catheterisation (T2) and one day after cardiac catheterisation (T3). A satisfaction questionnaire was administrated one day after cardiac catheterisation. Data were collected from May 2009-September 2010 and analysed using descriptive statistics, chi-squared tests, one-way analysis of variance, Scheffe's post hoc test and generalised estimating equations.
All patients experienced moderate anxiety at T0 to low anxiety at T3. Accessibility-enhanced multimedia informational education patients had significantly lower anxiety levels and felt the most satisfied with the information and materials received compared with patients in groups 1 and 3. A statistically significant difference in anxiety levels was only found at T2 among the three groups (p = 0·004).
The findings demonstrate that the accessibility-enhanced multimedia informational education was the most effective informational educational module for informing patients about their upcoming cardiac catheterisation, to reduce anxiety and improve satisfaction with the information and materials received compared with the regular education and instructional digital videodisc education.
As the accessibility-enhanced multimedia informational education reduced patient anxiety and improved satisfaction with the information and materials received, it can be adapted to complement patient education in future regular cardiac care.
评估一项增强可达性的多媒体信息教育项目在减轻焦虑以及提高接受心导管插入术患者对所获信息和材料的满意度方面的效果。
心导管插入术是患者最易引发焦虑的侵入性操作之一。然而，利用多媒体对接受心导管插入术的患者进行信息教育尚未得到广泛探索。
采用三队列前瞻性比较的随机实验设计。
总共123例连续患者被随机分为三组之一：常规教育组（第1组）、增强可达性的多媒体信息教育组（第2组）和指导性数字影碟教育组（第3组）。使用斯皮尔伯格状态焦虑量表测量焦虑程度，该量表在四个时间点进行施测：教育前（T0）、教育后即刻（T1）、心导管插入术前（T2）和心导管插入术后一天（T3）。在心导管插入术后一天发放满意度问卷。数据收集于2009年5月至2010年9月，并使用描述性统计、卡方检验、单因素方差分析、谢费事后检验和广义估计方程进行分析。
所有患者在T0时经历中度焦虑，在T3时为低度焦虑。与第1组和第3组患者相比，增强可达性的多媒体信息教育组患者的焦虑水平显著更低，并且对所获信息和材料最为满意。三组之间仅在T2时焦虑水平存在统计学显著差异（p = 0.004）。
研究结果表明，与常规教育和指导性数字影碟教育相比，增强可达性的多媒体信息教育是告知患者即将进行的心导管插入术、减轻焦虑以及提高对所获信息和材料满意度的最有效信息教育模式。
由于增强可达性的多媒体信息教育减轻了患者焦虑并提高了对所获信息和材料的满意度，它可在未来的常规心脏护理中加以调整以补充患者教育。
