Michelle S. Harris, DNP, RN, FNP-C, CWOCN, Fresno School of Nursing, California State University, Fresno, California.
Katherine Kelly, DNP, RN, FNP-C, California State University, Sacramento.
J Wound Ostomy Continence Nurs. 2020 Mar/Apr;47(2):137-139. doi: 10.1097/WON.0000000000000623.
The purpose of this study was to determine if patients undergoing presurgical ostomy education and routine postoperative education experienced less postsurgical anxiety than patients undergoing routine preoperative education.
Quantitative, prospective, comparison cohort study.
The sample comprised 30 participants divided into 2 groups; one group received preoperative ostomy education and stoma site marking, along with postoperative ostomy education, while the other received only postoperative ostomy education. Each group had an equal number of males (n = 11) and females (n = 4). The mean age for the groups was 65.27 (SD = 9.97) and 61.87 (SD = 17.56) years, respectively; this difference was not statistically significant (P > .05). The intervention group included 9 patients who underwent colostomy, 4 who underwent ileostomy, and 2 who underwent urostomy. The comparison group comprised 10 patients with colostomies, 4 with ileostomies, and 1 with a urostomy. The study setting was a 385-bed tertiary hospital in Northern California. Data collection occurred from November 2, 2018, to February 22, 2019.
Postoperative anxiety levels were evaluated in both groups during their postoperative ostomy education session. Anxiety level was measured using the anxiety domain of the Hospital Anxiety and Depression Survey (HADS), which was administered during their postoperative educational session. Analysis of variance was used to compare the difference between the HADS anxiety domain scores between the groups.
Patients who received preoperative ostomy education had statistically significant lower postsurgical anxiety scores than patients who had standard education (P < .001).
Study findings suggest that preoperative ostomy education, when offered in addition to routine preoperative education, significantly lowers anxiety when compared to patients managed by routine preoperative education alone.
本研究旨在确定接受术前造口教育和常规术后教育的患者是否比接受常规术前教育的患者经历更少的术后焦虑。
定量、前瞻性、比较队列研究。
该样本由 30 名参与者组成，分为 2 组；一组接受术前造口教育和造口部位标记，以及术后造口教育，另一组仅接受术后造口教育。每组男性（n=11）和女性（n=4）人数相等。两组的平均年龄分别为 65.27（SD=9.97）和 61.87（SD=17.56）岁，差异无统计学意义（P＞.05）。干预组包括 9 例结肠造口术患者、4 例回肠造口术患者和 2 例尿路造口术患者。对照组包括 10 例结肠造口术患者、4 例回肠造口术患者和 1 例尿路造口术患者。研究地点是加利福尼亚州北部的一家 385 床三级医院。数据收集于 2018 年 11 月 2 日至 2019 年 2 月 22 日进行。
在术后造口教育期间，评估两组患者的术后焦虑水平。焦虑程度使用医院焦虑和抑郁量表（HADS）的焦虑域进行评估，该量表在术后教育期间进行。采用方差分析比较两组 HADS 焦虑域评分的差异。
接受术前造口教育的患者术后焦虑评分明显低于接受标准教育的患者（P＜.001）。
研究结果表明，与仅接受常规术前教育的患者相比，在常规术前教育的基础上增加术前造口教育可显著降低焦虑。
