The Effect of Preoperative Health Education, Delivered as Animation Videos, on Postoperative Anxiety and Pain in Femoral Fractures

Abstract

ObjectiveThis article explores the effect of preoperative health education, in the form of animation videos, on postoperative self-reported pain levels and anxiety in femoral fractures.MethodsNinety cases of femoral fracture were divided at random into the oral instruction group, the recorded video group, and the animation video group, with 30 cases in each group. Sociodemographic data were collected the day before surgery. Health education was then offered in one of three ways: orally, using a recorded video, or using an animation video. On days 2, 4, and 7 after surgery, the state-trait anxiety inventory (STAI) and the visual analog scale (VAS) were used to assess postoperative anxiety and pain levels, respectively, in the participants.ResultsAt different time points during the evaluation, total anxiety scores in the animation and recorded video groups were significantly lower than in the oral instruction group (P < 0.01), and the pairwise comparisons indicated statistically significant differences (F = 11.04, 10.06, 10.37, P < 0.01). However, the levels of postoperative pain in the animation and recorded video groups were not significantly different (P > 0.05). STAI scores in the three groups were found to have significant interactions with the measurement time (F = 6.74, P < 0.01). However, there were no apparent interactions between the VAS score and the measurement time (F = 1.31, P > 0.05) in the three groups.ConclusionPreoperative health education with the aid of multimedia is more effective than oral instruction in lowering patients’ postoperative anxiety and pain levels. In addition, animation videos are superior to recorded videos in mitigating postoperative anxiety. Whether the two approaches differ in reducing postoperative pain in bone fractures remains to be further tested.

A scenario-based web app to facilitate patient education in lung tumor patients undergoing video-assisted thoracoscopic surgery: Development and usability testing

“… 27 Therefore, providing effective PE methods to assist them can save time 17 and workload. 12 Analyzing patient satisfaction in Table 7 reveals high satisfaction with SPE-VATS, particularly in terms of Intention to Use, Recommendation, Perceived Usefulness, Perceived Ease of Use, and Image scale scores, averaging 4.4 points. This confirms that SPE-VATS is effective in facilitating PE.…”

“…Patient education (PE) has been proven to successfully reduce anxiety in patients and their families, better prepare them for postoperative issues, improve their compliance with medical advice, reduce pain, increase self-efficacy, and support their activities during the postoperative recovery phase. 5 , 8 – 12 …”

“… 22 Animation-based MPE demonstrates more effective than video-based MPE in illustrating dynamic processes. 12 App-based MPE, e.g. integrating interactive anatomic diagrams, surgical videos, and radiology images, can improve the knowledge and satisfaction of patients with lung cancer 23 but may not reduce anxiety, 24 especially for adult patients.…”

Bundled care combined with animated educational videos can promote the recovery of severe pneumonia in children: A case-control study

“…[14][15][16] In addition, studies have found that can lead to better treatment for children. [17] We recommend the use of animated video education combined with bundled care intervention in children with severe pneumonia, which is an innovative way of care.…”

Relationship between self-management of patients with anxiety disorders and their anxiety level and quality of life: A cross-sectional study

“…However, it is worth noting that in this study, the lowest score on the medical management of illness dimension of self-management was 1, indicating that some patients had a significant lack of knowledge related to anxiety symptom recognition, medication management and emotional management. This reminds healthcare professionals that they should increase education on disease related knowledge for anxious patients, such as through some online live video courses, graphic knowledge push or offline health talks and discharge education, so as to improve patients' disease knowledge and promote self-management [28][29][30].…”