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.
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?
RCT (n=150)
Open-label
Randomly assigned
No
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?
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.
Answers are grounded in this paper and cite their sources.
Post-discharge education does not improve outcomes over pre-discharge delivery in CABG patients; confirms timing is not a key determinant.
Background: The primary focus of this study is on the timing of the delivery of education to patients who had CABG surgery. Aim: To determine the efficacy of an individualized telephone patient education intervention, delivered at two different points in time (1–2 days pre-discharge versus 1–2 days post-discharge) in enhancing the CABG patient's knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency. Method: A randomized clinical trial that included a convenience sample of first time CABG patients. Individuals who received education pre-discharge were compared to individuals who received education post-discharge on the outcomes. Results: Results indicated no statistically significant difference in outcomes between the two time points. As well, anxiety levels were found to be significantly higher in the pre-discharge group than the post-discharge group. Conclusions: The individualized nature of the educational intervention may have accounted for non-significant findings reported in outcomes between the two time points. Practice implications: Nurses may consider assessing anxiety levels prior to delivery of educational interventions, implement interventions aimed at reducing anxiety levels, and provide individualized teaching.
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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.