Barnason S, Zimmerman L
Bryan Memorial Hospital, Lincoln, Nebraska 68506, USA.
Prog Cardiovasc Nurs. 1995 Fall;10(4):11-20.
Shortened hospitalizations following cardiac surgery necessitate re-evaluation of how pertinent information for self-care management and reduction of coronary artery disease risk factors can be incorporated into an effective inpatient cardiac patient teaching program. This study investigated the effect of three different teaching approaches (i.e., an inpatient teaching program, a postdischarge telephone follow-up program, and a postdischarge group teaching program) among 90 patients who had undergone coronary artery bypass graft surgery. Teaching outcomes were evaluated in this study by use of the Heart Disease Management Questionnaire and Cardiac Surgical Patient Teaching Satisfaction Inventory. Analyses of the data revealed similar patient teaching outcomes regardless of the type of teaching intervention the participant received. Findings supported the effectiveness of the inpatient teaching protocol which focused on "survival skills" for self-care management postdischarge. The findings are important in the redesign of teaching programs which are efficient yet meaningful to the patient within today's health care environment. Additional findings indicated that patients who had longer lengths of stay and those with more vessels bypassed were the least satisfied with their teaching. Further implications for nurses involved in patient teaching are discussed.
心脏手术后住院时间缩短，这就需要重新评估如何将自我护理管理及降低冠状动脉疾病风险因素的相关信息纳入有效的住院心脏病人教学计划。本研究调查了三种不同教学方法（即住院教学计划、出院后电话随访计划和出院后小组教学计划）对90例接受冠状动脉搭桥手术患者的影响。本研究通过使用《心脏病管理问卷》和《心脏外科患者教学满意度量表》来评估教学效果。数据分析显示，无论参与者接受何种教学干预，患者的教学效果相似。研究结果支持了以出院后自我护理管理的“生存技能”为重点的住院教学方案的有效性。这些发现对于在当今医疗环境中设计高效且对患者有意义的教学计划具有重要意义。其他研究结果表明，住院时间较长和搭桥血管较多的患者对教学的满意度最低。文中还讨论了对参与患者教学的护士的进一步影响。
