Paper
Wednesday, 19 July 2006
This presentation is part of : Strategies in the Acute Care Setting
Self-Care in the CABG Population: An Evaluation of the Most Appropriate Time for Delivering Individualized Patient Education
Suzanne M. Fredericks, MN, Nursing, Ryerson University, Toronto, ON, Canada
Learning Objective #1: Gain information related to the confounding effects of anxiety on the effectiveness of individualized teaching interventions.
Learning Objective #2: Identify whether or not the timing of the delivery of educational interventions influences outcomes achieved.
Background: Due to shortened length of hospital stay and the need for patients following Coronary Artery Bypass Graft (CABG) surgery to manage their condition at home, it is important to provide education at a time which will allow for maximum gain in knowledge, performance of self-care behaviours, and symptom management. An alternative to in-hospital patient education is individualized teaching that is delivered 1 – 2 days post-discharge, via telephone.
Purpose: 1) To determine the efficacy of an individualized telephone patient education intervention, delivered 1- 2 days post discharge, in enhancing the CABG patient’s knowledge, performance of self-care behaviours, and symptom experience; and 2) to examine the confounding effects of anxiety on the effectiveness of the individualized telephone education intervention.
Design: Randomized, pre-test-post-test control group experimental design.
Sample: First time CABG; literate in English; cognitively oriented to person, place, and time; and had access to a working phone, in the hospital or at home.
Analyses: Descriptive statistics were used to characterize the sample. Repeated measure analysis of variance was performed to examine differences in the outcomes among the two groups, over time. The hypothesized relationships between variables was tested using Pearson correlation coefficients.
Results: Results indicated no statistically significant differences between the experimental and control groups in their knowledge, performance of self-care behaviours, and symptom experience. The nature and method of delivery of the individualized intervention were proposed to have contributed to changes in outcomes over time within both groups.
Implications: Implications for practice, theory, and research were reported. Specifically, there is a need to implement individualized patient education interventions into current CABG patient education programs was stressed; as well as the need for nurses to be aware of the presence of anxiety and to address effectively prior to teaching in order to enhance the effectiveness of educational interventions.

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