Educational Intervention Domains and Components in Reducing Anxiety and Depression among Coronary Artery Bypass Grafting Surgery Patients: A Scoping Review

Background: Perioperative education plays an important role in preparing patients for coronary artery bypass grafting surgery (CABG) and supporting recovery. However, existing interventions vary widely in their educational content, delivery methods, and targeted outcomes. The review included studies involving adult patients undergoing CABG surgery, perioperative educational interventions addressing surgical preparation, recovery, self-care, psychological support, or lifestyle management, and hospital, cardiac-surgery, or home-recovery settings. Methods: Relevant studies were identified through searches of Scopus, Web of Science, and PubMed databases from January 2024 to April 2025. The review followed Arksey and O’Malley’s five phase framework and was reported according to the PRISMA-ScR checklist. Data were extracted using a template aligned with the Context–Input–Process–Product model. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Results: Twenty three studies were included. The synthesis identified 44 educational components across 12 educational domains. Preoperative domains included understanding heart disease and CABG surgery, psychological preparation, physical preparation, and familiarisation with the hospital environment. Conclusion: Perioperative education for CABG patients encompasses diverse educational domains across the surgical and recovery journey. These findings provide a foundation for developing a structured, comprehensive, and patient-centred educational intervention for CABG patients.