Preadmission self‐instruction effects on postadmission and postoperative indicators in CABG patients: Partial replication and extension

Abstract

Fifty adult coronary artery bypass graft surgery patients were randomly assigned to preadmission self-instruction or posthospital admission instruction of therapeutic exercises (e.g., coughing). Self-instructed subjects reported higher positive mood scores, performed correctly significantly more exercise behaviors, and required less teaching time following hospital admission. Postoperatively, no group differences were found on mood states, physical activity, analgesic use, or length of hospital stay. Both groups, however, tended to use less pain medication than that reported by other researchers and experience shorter hospital stays than that assigned under the Diagnostic Related Groups prescription.

Including psychosocial factors in screening for surgery: A preliminary literature review from a social work perspective (Preprint)

“…Indeed even navigating the system prior to the point of surgery takes a significant psychological toll on the patient [22,23]. However, some specific psychosocial dimensions linked with surgery were also identified.…”

“…Surgery was noted as a major stressor [23], linked with anxiety and fear [14], which substantially affects mood [24]. The process of surgical treatment was described by reviewed articles as affecting a person's sense of control over their internal psychological environment and their subjective wellbeing [25,26].…”

“…Interventions which were described in the reviewed studies addressed a number of issues including fearfulness, anxiety, stressors, general mood and related concerns [18,23,34]. The types of intervention described included, information provision and enhancing knowledge [16,34], providing psychological and social support [17,20,34], teaching and self-instruction approaches [23], as well as enhancing the link between the patient and doctor [18].…”

“…The types of intervention described included, information provision and enhancing knowledge [16,34], providing psychological and social support [17,20,34], teaching and self-instruction approaches [23], as well as enhancing the link between the patient and doctor [18]. Strategies employed included telephone-based [5,17], as well as face to face interventions [34].…”

“…One study found that "preoperative patient teaching" had no significant effect, and had minimal impact on the patient's ability to cope with anxiety [35]. A number of other studies however described interventions as resulting in decreased length of stay and fewer bio-psychosocial risks [5], a lower complication rate, increased patient satisfaction, enhanced coping, reduced stress, earlier return to work and return to activities of daily living [23,36].…”