Rushton Melanie, Howarth Michelle, Grant Maria J, Astin Felicity
School of Nursing, Midwifery, Social Work and Social Sciences, University of Salford, Salford, UK.
University of Huddersfield/Calderdale & Huddersfield NHS Foundation Trust, Huddersfield, UK.
J Clin Nurs. 2017 Dec;26(23-24):5206-5215. doi: 10.1111/jocn.14071. Epub 2017 Oct 8.
To examine the extent that individualised education helps reduce depression and anxiety and improves self-care for people who have undergone coronary artery bypass graft surgery.
Individualised discharge planning is increasingly important following cardiac surgery due to recurrent admissions as well as the issue of anxiety and depression, often due to lack of preparation. The hospital to home transition is fundamental in the recovery process. Individualised education and person-centred care ensure that patients' educational needs are met. This empowers patients, increasing self-efficacy or confidence, resulting in autonomy, a smoother discharge process and avoiding postdischarge problems and rehospitalisation.
A critical review of published peer-reviewed literature was conducted.
Electronic databases searched included MEDLINE, CINAHL, the Cochrane Library and PsychInfo 2009-2015.
Eight articles were identified for review, and a Critical Appraisal Skills Programme framework was used to determine the quality of the papers, all of the papers focussed on coronary artery bypass graft. The designs were typically experimental or quasi-experimental with two reviews.
A greater understanding of the patients' needs allows tailored education to be provided, which promotes self-care management. This level of patient empowerment increases confidence and ultimately minimise anxiety and depression. Despite the varying teaching and learning methods associated with individualised education, patient-centred education has the potential to assist cardiac nurses in adequately preparing patients for discharge following their coronary artery bypass graft.
Development of individualised education programmes is crucial in preparing patients for discharge. The reduction in readmission to hospital has a significant effect on already stretched resources, and the reduction in postoperative complications during the recovery period linked with depression and anxiety will have a positive effect on the individuals' ability to self-care, health and well-being.
探讨个性化教育在多大程度上有助于降低接受冠状动脉搭桥手术患者的抑郁和焦虑情绪,并改善其自我护理能力。
由于心脏手术后患者常因缺乏准备而反复入院,以及存在焦虑和抑郁问题,个性化出院计划在心脏手术后变得越来越重要。从医院到家庭的过渡是康复过程的基础。个性化教育和以患者为中心的护理可确保满足患者的教育需求。这能增强患者的自我效能感或自信心,从而实现自主,使出院过程更顺利,并避免出院后出现问题和再次住院。
对已发表的同行评审文献进行批判性综述。
检索的电子数据库包括MEDLINE、CINAHL、Cochrane图书馆和2009 - 2015年的PsychInfo。
共筛选出8篇文章进行综述,并使用批判性评估技能计划框架来确定论文质量,所有论文均聚焦于冠状动脉搭桥手术。研究设计通常为实验性或准实验性,有两篇综述。
对患者需求有更深入的了解有助于提供量身定制的教育,从而促进自我护理管理。这种增强患者权能的方式能增强自信心,并最终最大程度地减少焦虑和抑郁。尽管个性化教育涉及多种教学方法,但以患者为中心的教育有可能帮助心脏科护士为冠状动脉搭桥手术后的患者做好充分的出院准备。
制定个性化教育计划对于患者出院准备至关重要。减少再次入院对本就紧张的资源有显著影响,而减少康复期与抑郁和焦虑相关的术后并发症将对个体的自我护理能力、健康和幸福感产生积极影响。