背景:对患者进行手术教育是术前过程的一个重要方面。它可以帮助个人回答他们的疑问,减少焦虑,并提高对手术经验的总体满意度。
目的:比较患者的期望和他们真正的围手术期手术经验。此外,评估术前教育的有效性,因此,改善医患关系。
方法:通过连续采样,65例成人患者均来自开伯尔教学医院耳鼻喉科。使用25点形式对所有受试者进行术前教育,他们的疑问得到了解决。术后,对所有参与者进行了访谈,了解他们的期望和真实的围手术期手术经验.注意到了差距,参与者被问及他们在未来互动中解决这些差距的偏好。术后,患者被要求就如何更好地实施术前教育的某一部分发表评论.
结果:在65例患者中,28人(43.1%)为男性,女性37人(56.9%)。大多数人(38.5%)接受过小学/中学教育。八名(12.3%)患者接受了耳部手术,19人(29.2%)做了鼻子手术,38例(58.5%)进行了咽喉手术。近39例(60%)患者术前恐惧/焦虑。经过术前教育,17例(26.2%)患者经历了围手术期恐惧/焦虑,这是一个显著的减少(p=0.001)。女性术前焦虑较高(M:F=8:13,p=0.00),而在接受患者教育后,围手术期焦虑在两种性别之间具有可比性(M:F=5:12,p=0.18)。最不满意的是关于手术时间表(33.8%),运动范围(16.9%),深呼吸练习(13.8%),和术前禁食(12.3%)。最重要的是,注意到患者的评论,当他们被要求提出一种更好的方法来在他们各自的不满领域进行术前教育。患者赞赏有关运动范围练习的实际演示的详细解释。一名患者抱怨没有关于术后恢复鼻烟的明确指示。
结论:术前患者教育应该是一个包括积极参与和持续反馈的双向过程。通过多学科方法对患者进行适当的教育,医疗保健提供者可以进一步提高患者满意度,缓解焦虑,提高整体护理质量。
BACKGROUND: Educating patients regarding surgery is an important aspect of the preoperative process. It helps individuals answer their queries, reduce anxiety, and improve overall satisfaction with the surgical experience.
OBJECTIVE: To compare patients\' expectations with their real-perioperative surgical experiences. Also, to evaluate the effectiveness of preoperative education and, thus, improve the doctor-patient relationship.
METHODS: Through consecutive sampling, 65 adult patients were selected from the ENT department of Khyber Teaching Hospital. Preoperative education was provided to all the subjects using a 25-point pro-forma, and their queries were addressed. Postoperatively, all participants were interviewed regarding their expectations and real perioperative surgical experiences. The gaps were noted, and participants were asked about their preferences for addressing such gaps in future interactions. Postoperatively, patients were asked to give comments on how a certain part of preoperative education could have been better delivered.
RESULTS: Among the 65 patients, 28 (43.1%) were male, and 37 (56.9%) were female. The majority (38.5%) had a primary/secondary school education. Eight (12.3%) patients had ear surgery, 19 (29.2%) had nose surgery, and 38 (58.5%) had throat surgery. Almost 39 (60%) patients had preoperative fear/anxiety. After preoperative education, 17 (26.2%) patients experienced perioperative fear/anxiety, which was a significant reduction (p = 0.001). Preoperative anxiety was greater in females (M: F = 8:13, p = 0.00), while perioperative anxiety was comparable among both genders after patient education (M: F = 5:12, p = 0.18). The greatest dissatisfaction was noted regarding the surgical schedule (33.8%), range of motion (16.9%), deep breathing exercises (13.8%), and preoperative fasting (12.3%). Most importantly, patients\' comments were noted, when they were asked to suggest a better way to educate preoperatively in their respective area of dissatisfaction. Patients appreciated detailed explanations with practical demonstrations for range of motion exercises. One patient complained about no clear instructions on postoperative resumption of snuff.
CONCLUSIONS: Preoperative patient education should be a two-way process involving active participation and continuous feedback. By educating patients properly through a multidisciplinary approach, healthcare providers can further enhance patient satisfaction, alleviate anxiety, and improve the overall quality of care.