Ross Anita, Ohlsson Ulla, Blomberg Karin, Gustafsson Margareta
Department of Medicine, Örebro University Hospital, Örebro, Sweden.
School of Health and Medical Sciences, Örebro University, Örebro, Sweden.
J Clin Nurs. 2015 Jun;24(11-12):1594-602. doi: 10.1111/jocn.12760. Epub 2015 Mar 5.
The main aim of this study was to evaluate whether addressing the written questions of heart failure patients could individualise the education and increase patient satisfaction. A further aim was to describe the learning needs of patients with newly diagnosed heart failure.
Despite well-designed patient education, daily problems and self-care sometimes seem difficult to manage for the patient with heart failure. The literature suggested that nurses should include individualised educational interventions.
The study had an evaluative and descriptive design.
A mixed-method approach was used. A quasi-experimental method was used to compare patients in the control group (n = 41), who received regular education at the nurse-led heart failure clinic, with patients in the intervention group (n = 44), who received regular education but also education addressing questions they had written down at home before coming to the clinic. Two instruments were used to investigate, respectively, whether the intervention caused patients to experience a greater sense of involvement in their education and greater satisfaction. The patients' questions were subjected to manifest content analysis.
There was no significant difference in satisfaction with the education between the control group and the intervention group. However, the intervention group did feel more strongly that the information they received was related to their personal situation. The patients' learning needs before education were categorised as: causes and meaning of illness, control and management of the disease, impact on daily living and future health.
Asking heart failure patients to write down their learning needs before the education increases their chances of receiving education based on their individual needs.
The method is simple and cost-effective and could be a way to improve the patient education and facilitate person-centred care.
本研究的主要目的是评估解答心力衰竭患者的书面问题是否能使教育个性化并提高患者满意度。另一个目的是描述新诊断心力衰竭患者的学习需求。
尽管有精心设计的患者教育，但心力衰竭患者有时似乎难以应对日常问题和自我护理。文献表明护士应纳入个性化教育干预措施。
本研究采用评估性和描述性设计。
采用混合方法。使用准实验方法比较对照组（n = 41）和干预组（n = 44）的患者，对照组在护士主导的心力衰竭诊所接受常规教育，干预组除接受常规教育外，还接受针对他们在来诊所之前在家中写下的问题的教育。使用两种工具分别调查干预措施是否使患者在教育中体验到更强的参与感和更高的满意度。对患者的问题进行了显性内容分析。
对照组和干预组对教育的满意度没有显著差异。然而，干预组确实更强烈地感觉到他们收到的信息与他们的个人情况相关。教育前患者的学习需求分为：疾病的原因和意义、疾病的控制和管理、对日常生活的影响以及未来健康。
要求心力衰竭患者在接受教育前写下他们的学习需求，会增加他们根据个人需求接受教育的机会。
该方法简单且具有成本效益，可能是改善患者教育并促进以患者为中心的护理的一种方式。
