Patient education outcomes in surgery: a systematic review from 2004 to 2010

Abstract

Current trends in preoperative education are: scheduling education early; increased frequency of message exposure through several interventions and/or reinforcements; content frequently addressing postoperative management; the measurement of outcomes such as patients' cognitive, experiential and biophysiological aspects. Both the clinical and research implications that emerged from the findings are discussed.

experience of preoperative patient education for women preparing for and recovering from total knee replacement

“…This is done by providing enhanced personalized education related to specific conditions, the care patients receive, and the care that they can coordinate, influence, or manage on their own (Pellino et al, 1998;Ronco, Iona, Fabbro, Bulfone, & Palese, 2012). A push for engagement and education as a component of patient-centered care has come at a national level from the Institute of Medicine (IOM), which advocates for greater engagement of patients in health and healthcare, as well as from The Joint Commission, one of the most prominent healthcare accrediting bodies.…”

“…As providers (hospitals) have placed greater emphasis on preoperative education, research has focused on evaluating outputs, such as whether preoperative education has affected re-admissions, post-surgical complications, pain control, and length of stay (McDonald et al, 2004;Ronco et al, 2012). Johansson et al (2005) noted that the primary focus of patient education might not translate directly to the outcomes measured in current research, which raises valid questions about whether the body of preoperative education research reflects the patient experience.…”

“…Ronco et al (2012) raised an interesting question about the relationship between health literacy and the reinforcement of information provided to patients. Specific patient education programs, such as preoperative joint replacement classes, have emerged that focus on information transference underpinned by psychological and behavioral concepts (Hoving, Visser, Mullen, & Van den Borne, 2010).…”

“…However patient education is defined and applied, it is an opportunity for patients to experience information transference, direct dialogue, and discussion related to their disease or condition (Ronco et al, 2012). The specific information and resulting behaviors are not as well defined in the research on patient education, but the movement to engage patients requires patient education to reach the point of empowerment and to maintain patient activation (Forbat et al, 2009).…”

“…Some have considered preoperative education to be a nursing function, as it delivers patients timely and targeted information related to the procedure, expectations, and experiences through written, verbal, or visual methods (Ronco et al, 2012). Despite the emphasis on the transmission of knowledge, there is a wide variation in educational content and the teaching approaches utilized in preoperative joint replacement programs (Suhonen & Leino-Kilpi, 2006).…”