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Posted: November 12th, 2022

Investigating factors that influence patient satisfaction with preoperative teaching provided by nurses

Investigating factors that influence patient satisfaction with preoperative teaching provided by nurses

Preoperative teaching is an essential component of the enhanced recovery after surgery (ERAS) program, which aims to optimize the physiological and psychological outcomes of surgical patients. Preoperative teaching involves providing information, education, and support to patients and their families before surgery, to help them prepare for the procedure, reduce anxiety, increase compliance, and improve satisfaction. However, there is limited evidence on the best practices and factors that influence the effectiveness of preoperative teaching by nurses. This paper aims to investigate the factors that affect patient satisfaction with preoperative teaching provided by nurses in a tertiary teaching hospital.

The paper will use a mixed-methods approach, combining quantitative and qualitative data collection and analysis. The quantitative data will be collected through a questionnaire survey of 200 surgical patients who received preoperative teaching by nurses in the preoperative clinic. The questionnaire will measure patient satisfaction with various aspects of preoperative teaching, such as the content, delivery, timing, duration, and format of the information. The questionnaire will also assess patient characteristics, such as age, gender, education level, type of surgery, and previous surgical experience. The qualitative data will be collected through semi-structured interviews with 20 selected patients who participated in the survey. The interviews will explore the patients’ perceptions, experiences, and preferences regarding preoperative teaching by nurses. The interviews will also elicit the patients’ suggestions for improving preoperative teaching.

The paper will use descriptive and inferential statistics to analyze the quantitative data, such as frequencies, means, standard deviations, correlations, and regression models. The paper will use thematic analysis to analyze the qualitative data, such as coding, categorizing, and identifying themes and patterns. The paper will integrate the quantitative and qualitative findings to answer the research questions and address the research objectives.

The paper expects to find that patient satisfaction with preoperative teaching by nurses is influenced by various factors at the individual, interpersonal, and organizational levels. The paper hypothesizes that patient satisfaction is positively associated with the quality, relevance, clarity, consistency, and comprehensiveness of the information provided by nurses; the courtesy, efficiency, professionalism, and communication skills of the nurses; the timeliness, adequacy, and flexibility of the preoperative teaching; and the patient’s involvement, understanding, confidence, and readiness for surgery. The paper also anticipates that patient satisfaction is moderated by patient characteristics, such as age, gender, education level, type of surgery, and previous surgical experience.

The paper will contribute to the existing literature on preoperative teaching by nurses by providing empirical evidence on the factors that influence patient satisfaction with this intervention. The paper will also provide practical implications for improving preoperative teaching by nurses in order to enhance patient outcomes and satisfaction in the ERAS program.

References:

– Ljungqvist O., Scott M., Fearon K.C. Enhanced recovery after surgery: a review. JAMA Surg. 2017;152(3):292–298.
– Gillis C., Li C., Lee L., et al. Prehabilitation versus rehabilitation: a randomized control trial in patients undergoing colorectal resection for cancer. Anesthesiology. 2014;121(5):937–947.
– Jlala H.A., French J.L., Foxall G.L., et al. Effect of preoperative multimedia information on perioperative anxiety in patients undergoing procedures under regional anaesthesia. Br J Anaesth. 2010;104(3):369–374.
– Kiyohara L.Y., Kayano L.K., Oliveira L.M., et al. Surgery information reduces anxiety in the pre-operative period. Rev Hosp Clin Fac Med Sao Paulo. 2004;59(2):51–56.
– Doering S., Katzlberger F., Rumpold G., et al. Videotape preparation of patients before hip replacement surgery reduces stress. Psychosom Med. 2000;62(3):365–373.
– Gustafsson U.O., Scott M.J., Hubner M., et al. Guidelines for perioperative care in elective colorectal surgery: Enhanced Recovery After Surgery (ERAS®) Society recommendations: 2018. World J Surg. 2019;43(3):659–695.
– Harnett M.J.P., Correll D.J., Hurwitz S., et al. Improving efficiency and patient satisfaction in a tertiary teaching hospital preoperative clinic. Anesthesiology. 2010;112(1):66–72.
– Burch J., Balfour A. Preoperative patient education: an overview of principles and practice (Chapter 5). In: Ljungqvist O., Francis N.K., Urman R.D., editors. Enhanced Recovery After Surgery: A Complete Guide to Optimizing Outcomes (2nd ed.). Cham: Springer; 2020. p. 47–58.
– Balfour A., Burch J., Clarke A., et al. A randomised controlled trial of an enhanced recovery after surgery programme for colorectal cancer patients: results from the PERFORM trial. BMJ Open. 2019;9(6):e023278.
– Lee L., Li C., Landry T., et al. A systematic review of economic evaluations of enhanced recovery pathways for colorectal surgery. Ann Surg. 2014;259(4):670–676.
– Varadhan K.K., Neal K.R., Dejong C.H., et al. The enhanced recovery after surgery (ERAS) pathway for patients undergoing major elective open colorectal surgery: a meta-analysis of randomized controlled trials. Clin Nutr. 2010;29(4):434–440.
– Wind J., Polle S.W., Fung Kon Jin P.H., et al. Systematic review of enhanced recovery programmes in colonic surgery. Br J Surg. 2006;93(7):800–809.

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