May 21, 2021Open Access

Individualized telephone education delivered 1-2 days post-discharge compared to pre-discharge resulted in no significant differences in knowledge, self-care behaviors, or symptom frequency.

Q: What is the clinical evidence from this study?

Study design: RCT. Population: Coronary Artery Bypass Graft (CABG) surgery (n=150). Intervention: Individualized telephone patient education 1-2 days post-discharge vs. Individualized telephone patient education 1-2 days pre-discharge. Primary outcome: Knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency (p=>0.05).

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Why the study?

The optimal timing for delivering individualized patient education to CABG surgery patients was uncertain.

Does individualized patient education delivered post-discharge improve knowledge, self-care behaviors, and symptom frequency compared to pre-discharge delivery in first-time CABG patients?

Population

First-time CABG patients

Comparison

Individualized telephone education delivered 1–2 days pre-discharge vs 1–2 days post-discharge

Design

Randomized clinical trial

Key result

Individualized telephone education delivered 1-2 days post-discharge compared to pre-discharge resulted in no significant differences in knowledge, self-care behaviors, or symptom frequency.

Authors

SFSuzanne Fredericks

Discussion

Member takes

Overview

Post-discharge education does not improve outcomes over pre-discharge delivery in CABG patients; confirms timing is not a key determinant.

Study Design

Type

RCT (n=150)

Blinding

Open-label

Randomization

Randomly assigned

Multicenter

Structured PICO

Does individualized patient education delivered post-discharge improve knowledge, self-care behaviors, and symptom frequency compared to pre-discharge delivery in first-time CABG patients?

Population

150 first-time CABG patients were randomized to receive an individualized telephone education intervention either 1-2 days pre-discharge or 1-2 days post-discharge and followed for three weeks.

Intervention

Individualized telephone patient education intervention delivered 1-2 days post-discharge (within 24 hours following discharge, while at home), in addition to usual teaching (20-minute discharge video).

Comparator

Individualized patient education intervention delivered 1-2 days pre-discharge (within 24 hours prior to discharge while in hospital), in addition to usual teaching (20-minute discharge video).

Outcome

Knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency measured at 1 week following intervention and within 3 weeks post-discharge.patient reported

Main Result

p-value: p=>0.05

The timing of individualized patient education (pre-discharge vs. post-discharge) does not significantly affect knowledge, self-care behaviors, or symptom frequency in CABG patients, despite significantly higher anxiety levels pre-discharge.

Limitations

The individualized nature of the educational intervention may have mitigated the influence of anxiety on the outcomes.
The intervention was given in addition to usual teaching and no restrictions on access to additional educational resources were imposed.
A convenience sampling technique was used.
Potential for investigator bias as the same researcher enrolled the study participants, assigned the participants to the groups, and delivered the educational intervention.

Cite This Study

Suzanne Fredericks (2021) conducted an RCT in Coronary Artery Bypass Graft (CABG) surgery (n=150). Individualized telephone patient education 1-2 days post-discharge vs. Individualized telephone patient education 1-2 days pre-discharge was evaluated on Knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency (p=>0.05). Individualized telephone education delivered 1-2 days post-discharge compared to pre-discharge resulted in no significant differences in knowledge, self-care behaviors, or symptom frequency.

synapsesocial.com/papers/6a973782fcabbc0bcaaf5f25 https://doi.org/10.32920/ryerson.14639580

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May 21, 2021Open Access

Individualized telephone education delivered 1-2 days post-discharge compared to pre-discharge resulted in no significant differences in knowledge, self-care behaviors, or symptom frequency.

View Full Paper

Ask AI

Bookmark

Why the study?

The optimal timing for delivering individualized patient education to CABG surgery patients was uncertain.

Does individualized patient education delivered post-discharge improve knowledge, self-care behaviors, and symptom frequency compared to pre-discharge delivery in first-time CABG patients?

Population

First-time CABG patients

Comparison

Individualized telephone education delivered 1–2 days pre-discharge vs 1–2 days post-discharge

Design

Randomized clinical trial

Key result

Individualized telephone education delivered 1-2 days post-discharge compared to pre-discharge resulted in no significant differences in knowledge, self-care behaviors, or symptom frequency.

Authors

SFSuzanne Fredericks

Discussion

Member takes

Overview

Post-discharge education does not improve outcomes over pre-discharge delivery in CABG patients; confirms timing is not a key determinant.

Study Design

Type

RCT (n=150)

Blinding

Open-label

Randomization

Randomly assigned

Multicenter

Structured PICO

Does individualized patient education delivered post-discharge improve knowledge, self-care behaviors, and symptom frequency compared to pre-discharge delivery in first-time CABG patients?

Population

150 first-time CABG patients were randomized to receive an individualized telephone education intervention either 1-2 days pre-discharge or 1-2 days post-discharge and followed for three weeks.

Intervention

Comparator

Individualized patient education intervention delivered 1-2 days pre-discharge (within 24 hours prior to discharge while in hospital), in addition to usual teaching (20-minute discharge video).

Outcome

Knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency measured at 1 week following intervention and within 3 weeks post-discharge.patient reported

Main Result

p-value: p=>0.05

Limitations

The individualized nature of the educational intervention may have mitigated the influence of anxiety on the outcomes.
The intervention was given in addition to usual teaching and no restrictions on access to additional educational resources were imposed.
A convenience sampling technique was used.
Potential for investigator bias as the same researcher enrolled the study participants, assigned the participants to the groups, and delivered the educational intervention.

Cite This Study

synapsesocial.com/papers/6a973782fcabbc0bcaaf5f25 https://doi.org/10.32920/ryerson.14639580

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

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