Knowledge expectations of orthopaedic patients

Cano-Plans, Sara; Lacueva-Pérez, Laia; Cabrera, Esther; Zabalegui, Adelaida

doi:10.1111/ijn.12639

Cited by 11 publications

(21 citation statements)

References 36 publications

(60 reference statements)

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“…Patients hope to gain experience related to all dimensions, but in reality, they only get from the functional aspect. Patients get more knowledge only during treatment than when they are going home (16). Although in another study it was stated that patients' expectations after THA surgery exceeded expectations of> 60%, but attention was still needed to provide information and education to patients (22).…”

Section: Discharge Teachingmentioning

confidence: 99%

“…The needs of patients related to patient discharge teaching, in general, are comprised of daily activities, pain, wound care, medication, complications, and how to get further treatment. More specifically the information needed by patients posts orthopaedic surgery is about treatment and care which includes diagnosis, choice of anaesthesia, treatment, surgical procedures, possible complications, post-operative care, rehabilitation programs, long-term outcomes, and professional health personnel involved (16). While the information desired by THA patients is related to complications, operating procedures, rehabilitation programs, prosthesis, pain management (pain levels, drug use, side effects, and ways to escape from drugs (15,21).…”

Section: Discharge Teachingmentioning

confidence: 99%

“…Expectations and knowledge received by patients are influenced by work status, gender, and experience of being treated in a previous hospital (16). Age can also affect perceptions of the quality of discharge teaching and discharge readiness from the hospital (25).…”

Section: Discharge Teachingmentioning

confidence: 99%

“…Education required by patients post hip surgery is related to pain management, especially regarding the level of pain, drug use, side effects, and how to get rid of drugs (15). But the patient's expectation post surgery for THA in receiving knowledge is, in fact, incompatible with the results obtained (16). Based on one of the JCI (Joint Commission International) standards and also contained in SNARS (National Standards for Hospital Accreditation) Issue 1 of 2018 in providing access to care and continuity of concern related to patient return standards namely patient readiness to be sent home must be determined using criteria or indications determined by the hospital and ensure patient safety (17,18) so that the critical role of a nurse has the competence to do asses discharge readiness and improve discharge readiness as part of preparing for the patient's discharge readiness (14).…”

Section: Introductionmentioning

confidence: 99%

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Discharge Teaching to Improve Discharge Readiness for Patients Post Hip Surgery

Rahmahwati

Maria²

2019

IJNHS

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The condition of returning home unpreparedness post hip surgery has an impact on the patient's ability after returning home. This unpreparedness is caused by the inability of patients to manage their own needs and care needs after returning home in carrying out daily tasks, caring for themselves, and the ability to do health care. So that a nursing strategy is needed in preparing the patient's discharge planning in the form of discharge teaching. Four data bases namely Cochrane, EBSCO, Google Scholar, and Scopus were used to explain the effect of discharge teaching to improve patient readiness post hip surgery. Educational needs expected by patients post hip surgery are related to complications, operating procedures, rehabilitation programs, prosthesis, and pain management. Patients hope to get knowledge related to all dimensions, but in reality they only get from the functional dimension. Patients get more knowledge only during treatment than when they are going home. Discharge teaching must also pay attention to the content of information and delivery methods and must be given in all stages of treatment and repetition of important items. So nurses are required to have competence and knowledge in carrying out discharge teaching with the aim of increasing patient readiness. Keywords: discharge teaching, discharge readiness, post hip surgery

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Section: Discharge Teachingmentioning

confidence: 99%

Section: Discharge Teachingmentioning

confidence: 99%

Section: Discharge Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Discharge Teaching to Improve Discharge Readiness for Patients Post Hip Surgery

Rahmahwati

Maria²

2019

IJNHS

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“…The theoretical hypothesis is that received knowledge corresponding to expected knowledge supports and gives potential for the empowerment of the patient. 54 For structuring the instruments, in each subscale, items of expected knowledge or received knowledge were formulated, and content validity was established by a variety of subject matter experts (4 nurses, 4 nurse leaders, 4 nurse researchers, and 4 patients). The instruments were originally developed and piloted in surgical hospital care in collaboration with nurses in clinical practice.…”

Section: Development Of the Instruments Used In The Studymentioning

confidence: 99%

<p>Instruments for Patient Education: Psychometric Evaluation of the Expected Knowledge (EKhp) and the Received Knowledge of Hospital Patients (RKhp)</p>

Leino‐Kilpi¹,

Inkeroinen²,

Cabrera³

et al. 2020

JMDH

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Purpose In patient education, there is a need for valid and reliable instruments to assess and tailor empowering educational activities. In this study, we summarize the process of producing two parallel instruments for analyzing hospital patients’ expectations (Expected Knowledge of Hospital Patients, EKhp) and received knowledge (Received Knowledge of Hospital Patients, RKhp) and evaluate the psychometrics of the instruments based on international data. In the instruments, six elements of empowering knowledge are included (bio-physiological, functional, experiential, ethical, social, and financial). Patients and Methods The original Finnish versions of EKhp and RKhp were tested for the first time in 2003, after which they have been used in several national studies. For international purposes, the instruments were first translated into English, then to languages of the seven participating European countries, using double-checking procedure in each one, and subsequently evaluated and confirmed by local researchers and language experts. International data collection was performed in 2009–2012 with a total sample of 1,595 orthopedic patients. Orthopedic patients were selected due to the increase in their numbers, and need for educational activities. Here we report the psychometrics of the instruments for potential international use and future development. Results Content validities were confirmed by each participating country. Confirmatory factor analyses supported the original theoretical, six-dimensional structure of the instruments. For some subscales, however, there is a need for further clarification. The summative factors, based on the dimensions, have a satisfactory internal consistency. The results support the use of the instruments in patient education in orthopedic nursing, and preferably also in other fields of surgical nursing care. Conclusion EKhp and RKhp have potential for international use in the evaluation of empowering patient education. In the future, testing of the structure is needed, and validation in other fields of clinical care besides surgical nursing is especially warranted.

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