Exploring the information needs of patients who have undergone PCI

Abstract

In Australia percutaneous coronary intervention (PCI) rates have significantly increased over the last decade. However, often, in the hospital setting, there is little time for comprehensive patient education due to the urgency for coronary artery catheterisation, and short length of patient stay. Aim: The purpose of this study was to explore the information needs of first-time PCI patients four to six weeks post-procedure. Method and Results: This study was based on a naturalistic inquiry approach using semi-structured interviews with 10 participants and field notes as the methods of data collection. Data were analysed utilising Thomas’ (2003) five steps to a thematic analysis, incorporating a constant comparative approach. Four themes were identified: ‘Events leading up’; ‘Information prior’; ‘About the procedure’; and ‘Lifestyle’. Conclusions: Findings highlighted the numerous educational needs of participants for PCI across the continuum of their clinical admission and discharge. Furthermore, the study uncovered the need for a tailored approach to PCI patient information delivery. Findings also demonstrated the need to further identify and trial different information delivery methods and timing of PCI education to patients and their families.

Percutaneous coronary intervention and heart surgery learning needs of patients in Jordan

“…A number of researchers have described the short hospital stay for cardiac patients, particularly PCI, as a ‘drive through phenomenon’ (Corones et al. ; Throndson & Sawatzky ), resulting in their not receiving the appropriate teaching post‐PCI and their not being enrolled in phase I of cardiac rehabilitation (CR) (D'elia et al. ).…”

“…Because of the immediacy of the procedure and the short hospitalization it entails, the information required by these patients concerning their needs post-hospital discharge often receives insufficient attention from healthcare providers (Hamstr€ om et al 2012). A number of researchers have described the short hospital stay for cardiac patients, particularly PCI, as a 'drive through phenomenon' (Corones et al 2009;Throndson & Sawatzky 2009), resulting in their not receiving the appropriate teaching post-PCI and their not being enrolled in phase I of cardiac rehabilitation (CR) (D'elia et al 2011). Phase I CR begins at admission and continues until discharge and is focused mostly on early mobilization and adherence to secondary prevention behaviors after hospital discharge (Menezes et al 2014).…”

Effects of Peer-Facilitated, Video-Based and Combined Peer-and-Video Education on Anxiety Among Patients Undergoing Coronary Angiography: Randomised controlled trial

“…8,9 However, further research is required to identify the most effective approach and time to prepare a patient and their family for the procedure. 10 The use of an appropriate educational technique-such as educational leaflets or peer-facilitated or video-based training-may be effective in reducing patient anxiety. 11 Peer-facilitated training is based on the social learning theory that people learn from each other via observation, imitation and modelling; patients can therefore benefit from their peers' experiences in terms of learning to cope with their illness or the planned investigation.…”

Examination of the anxiety level in patients undergoing transesophageal echocardiography

“…It is suggested that the patients be informed about the procedure to be carried out for decreasing anxieties concerning both invasive and noninvasive interventions . However, the qualities for the person giving the information for the patient to reach a sufficient level of knowledge, the informing environment, the informing techniques, and materials are important.…”

“…It is suggested that the patients be informed about the procedure to be carried out for decreasing anxieties concerning both invasive and noninvasive interventions. 18 However, the qualities for the person giving the information for the patient to reach a sufficient level of knowledge, the informing environment, the informing techniques, and materials are important. Additionally, it should not be forgotten that every individual is unique; patient-centered approaches should be used by considering the individual characteristics and disease-related perceptional conditions of the patients, their perspective toward the disease as well as their disease and hospital experiences.…”