Key result
Individualized telephone education delivered 1-2 days pre-discharge showed no significant difference in self-care knowledge or behaviors compared to post-discharge delivery.
Why the study?
The study was conducted to determine the optimal timing for delivering an individualized telephone patient education intervention to CABG surgery patients.
Does delivering an individualized telephone patient education intervention 1-2 days pre-discharge compared to 1-2 days post-discharge improve knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency in first time CABG patients?
RCT
Does delivering an individualized telephone patient education intervention 1-2 days pre-discharge compared to 1-2 days post-discharge improve knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency in first time CABG patients?
The timing of individualized patient education (pre- vs post-discharge) for CABG patients does not significantly impact self-care outcomes, but pre-discharge education may be associated with higher anxiety.
Answers are grounded in this paper and cite their sources.
Timing of telephone education shows no self-care outcome difference after CABG; supports post-discharge delivery to minimize anxiety.
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). Individualized telephone patient education 1-2 days pre-discharge vs. Individualized telephone patient education 1-2 days post-discharge was evaluated on Knowledge of self-care behaviours, performance of self-care behaviours, and symptom frequency. Individualized telephone education delivered 1-2 days pre-discharge showed no significant difference in self-care knowledge or behaviors compared to post-discharge delivery.