Mosleh S M, Eshah N F, Darawad M
Department of Adult Nursing, Faculty of Nursing, Mutah University, Karak, Jordan.
Faculty of Nursing, Zarqa University, Jordan.
Int Nurs Rev. 2016 Dec;63(4):562-571. doi: 10.1111/inr.12318. Epub 2016 Sep 21.
This study aimed to identify and prioritize the perceived learning needs of patients who underwent percutaneous coronary intervention or open-heart surgery.
Identifying learning needs for post-cardiac intervention patients is essential to establish successful health education programmes based on patient central care.
A descriptive comparative design was employed on a convenience sample of 260 patients who underwent a percutaneous coronary intervention and 105 patients who underwent open-heart surgery patients. Participants had completed the Patient Learning Needs Scale. Data were collected between 1 October 2014 and 31 June 2015.
Patients from the two groups highly requesting health and recovery related information. They scored all learning need topics as important or highly important for them. The top priority learning need for both patient groups was 'information about wound care', and the lowest priority learning need topic was 'physical activity'.
The learning needs of both groups were very close, which indicated that educational secondary prevention programmes' content can be prepared in a unified structure for those patients. Although, specific headings can be used to address the unique needs that emerge from having a specific cardiac interventional procedure.
The fact that wound care and medications are areas of highest learning needs for patients requires health policy decision makers to address these topics at the time of hospital discharge. In addition, a policy focus on considering patients' actual learning needs requires establishment and managerial support. As patients' learning needs might change later after discharge, the health services should be proactive and focus on continuous support for patients after hospital discharge. Secondary prevention programmes should incorporate health education topics based on patients' own views. This can be done by giving higher priority to understand patients' needs, put much more effort into how to meet patients' information needs and to create a more engaging learning environment for patients and their families.
本研究旨在确定接受经皮冠状动脉介入治疗或心脏直视手术患者的感知学习需求，并对其进行优先级排序。
确定心脏介入治疗后患者的学习需求对于建立基于患者中心护理的成功健康教育计划至关重要。
采用描述性比较设计，对260例接受经皮冠状动脉介入治疗的患者和105例接受心脏直视手术的患者进行便利抽样。参与者完成了患者学习需求量表。数据收集时间为2014年10月1日至2015年6月31日。
两组患者都高度要求获得与健康和康复相关的信息。他们将所有学习需求主题都评为对他们重要或非常重要。两个患者组的首要学习需求都是“伤口护理信息”，而优先级最低的学习需求主题是“体育活动”。
两组的学习需求非常接近，这表明可以为这些患者以统一结构准备教育二级预防计划的内容。不过，可以使用特定标题来满足因特定心脏介入手术而产生的独特需求。
伤口护理和药物治疗是患者学习需求最高的领域，这一事实要求卫生政策决策者在患者出院时解决这些问题。此外，关注患者实际学习需求的政策需要建立和管理支持。由于患者的学习需求在出院后可能会发生变化，卫生服务机构应积极主动，注重出院后对患者的持续支持。二级预防计划应纳入基于患者自身观点的健康教育主题。这可以通过优先了解患者需求、更加努力满足患者信息需求以及为患者及其家人创造更具吸引力的学习环境来实现。
