Pellino T, Tluczek A, Collins M, Trimborn S, Norwick H, Engelke Z K, Broad J
University of Wisconsin Hospitals and Clinics, USA.
Orthop Nurs. 1998 Jul-Aug;17(4):48-51, 54-9.
To examine whether patients who received an empowerment model of education for preoperative orthopaedic teaching had improved outcomes compared to patients who received the traditional education.
An experimental (empowerment teaching method) group vs. comparison (traditional teaching method) group posttest design.
Seventy-four patients undergoing elective orthopaedic surgery.
Following the preoperative teaching session, patients in both groups completed a questionnaire designed to measure their perceptions of the teaching (empowerment) and self-efficacy (belief in their ability to carry out perioperative tasks). A chart audit and phone interview was done after discharge to assess length of stay, pain management, complications, and patient perceptions of the ability to complete perioperative tasks.
Patients in the empowerment group felt the educational approach was more empowering and had significantly higher self-efficacy scores than those in the traditional teaching group. There was much less variation in empowerment and self-efficacy scores in the empowerment group. The empowerment group reported feeling greater confidence in performing perioperative tasks. There were no differences in length of stay, complications or pain control.
Use of an empowerment teaching approach enabled patients to become more confident in their ability to carry out perioperative tasks and become a more integral part of the preoperative teaching process.
The theoretical model will be used to structure other educational programs and guide research. More sensitive measures of complications and pain control should be considered for future studies.
探讨接受骨科术前教育赋权模式的患者与接受传统教育的患者相比，结局是否有所改善。
实验组（赋权教学法）与对照组（传统教学法）的后测设计。
74例行择期骨科手术的患者。
术前教学课程结束后，两组患者均完成一份问卷，旨在测量他们对教学（赋权）的认知以及自我效能感（对执行围手术期任务能力的信念）。出院后进行病历审查和电话访谈，以评估住院时间、疼痛管理、并发症以及患者对完成围手术期任务能力的认知。
赋权组患者认为这种教育方法更具赋权作用，且自我效能感得分显著高于传统教学组。赋权组在赋权和自我效能感得分方面的差异要小得多。赋权组报告在执行围手术期任务时更有信心。住院时间、并发症或疼痛控制方面无差异。
采用赋权教学方法能使患者对自己执行围手术期任务的能力更有信心，并成为术前教学过程中更不可或缺的一部分。
该理论模型将用于构建其他教育项目并指导研究。未来研究应考虑采用更敏感的并发症和疼痛控制测量方法。
