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The relationship of preoperative teaching received, preoperative teaching valued, and selected conditioning factors to postoperative recovery in ambulatory laparoscopic abdominal surgery patients.

机译：动态腹腔镜腹部手术患者术前接受的教学，术前教学的重视和选择的条件因素与术后恢复的关系。

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摘要

Rapid growth of ambulatory surgery with the demand to decrease cost and reduce length of stay, diminish time and opportunity for surgery preparation leaving patients potentially ill prepared for home recovery. Preoperative teaching programs provide information regarding skills, procedures, and role expectations. Yet patients relate concerns about receiving inadequate information regarding pain management, and length of recovery for resumption of normal activities, employment, and childcare. Clearly, patients value receiving information, but nurses may not be providing the specific type of teaching patients want or find helpful for home recovery. The purpose of the study was to describe the relationship of preoperative teaching received and preoperative teaching valued with selected conditioning factors to postoperative recovery in adult ambulatory surgery patients.; Orem's Self-Care Deficit Theory provided the theoretical framework for a descriptive correlational one-group design to sample 40 ambulatory laparoscopic abdominal surgery patients, ages 18-75. Twenty-four subjects completed the study with 20 laparoscopic cholecystectomies and 4 laparoscopic herniorraphies. Data collection instruments were Postdischarge Recovery Scale (Cronbach alpha = .92) measuring postoperative recovery, Preoperative Teaching Questionnaire measuring perceived preoperative teaching received (Cronbach alpha = .88) and perceived preoperative teaching valued (Cronbach alpha = .85), and Demographic and Health Information Form measuring selected conditioning factors.; Correlations and simple regression explored the relationship among the variables in one research question and two hypotheses. A moderate relationship between teaching received and postoperative recovery exists. Preoperative teaching received explained 20°10 of the variance of postoperative recovery. Hypothesis I, tested the relationship of preoperative teaching received and postoperative recovery, was supported. In the regression analysis, 20% of postoperative recovery variance was explained by preoperative teaching received. Hypothesis II, tested preoperative teaching valued and postoperative recovery, was not supported.; No relationships exist between the selected conditioning factors and postoperative recovery. Findings support Orem's Self Care Deficit Theory as study theoretical framework; validated usefulness of 2 tools in clinical practice; contribute to the limited body of knowledge regarding patient self-care needs following laparoscopic ambulatory surgery. Learning what patients value and to what information they are most likely to respond enables nurses to develop patient teaching programs to improve the quality of postoperative patient recovery.
机译：门诊手术迅速发展，要求降低成本，缩短住院时间，减少准备手术的时间和机会，使患者可能无法为家庭康复做好准备。术前教学计划提供有关技能，程序和角色期望的信息。然而，患者担心接收到有关疼痛管理，恢复正常活动，就业和育儿所需的恢复时间不足的信息。显然，患者很重视接收信息，但是护士可能没有提供患者想要的或对家庭康复有用的特定类型的教学。该研究的目的是描述成年门诊手术患者接受的术前教学和重视选择条件因素的术前教学与术后恢复的关系。 Orem的自我保健缺陷理论为描述性的相关性一组研究设计提供了理论框架，以对40名年龄在18-75岁的非卧床腹腔镜腹部手术患者进行抽样。 24名受试者完成了20例腹腔镜胆囊切除术和4例腹腔镜疝气治疗。数据收集工具包括测量术后恢复的出院后恢复量表（Cronbach alpha = .92），测量接受的术前教学的术前教学问卷（Cronbach alpha = .88）和评估的术前教学价值（Cronbach alpha = .85），以及人口统计和健康信息表，用于测量选定的条件因子。相关性和简单回归探讨了一个研究问题和两个假设中变量之间的关系。接受教学与术后恢复之间存在适度的关系。接受的术前教学解释了术后恢复差异20°10。支持假设一，检验了术前接受的教学与术后恢复的关系。在回归分析中，通过接受术前教学可以解释20％的术后恢复差异。假说II，经检验的术前教学价值和术后恢复情况均未得到支持。所选条件因素与术后恢复之间不存在关系。研究结果支持奥勒姆的自我照顾缺陷理论作为研究理论框架；验证了2种工具在临床实践中的有用性；有助于腹腔镜非卧床手术后有关患者自我保健需求的有限知识体系。了解患者最看重的是什么，以及他们最有可能响应的信息是什么，使护士能够制定患者教学计划，以提高术后患者康复的质量。

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  • 作者

    Poole, Ellen Louise Benge.;

  • 作者单位

    The Catholic University of America.;

  • 授予单位 The Catholic University of America.;
  • 学科 Health Sciences Medicine and Surgery.; Health Sciences Nursing.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 165 p.
  • 总页数 165
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 预防医学、卫生学;
  • 关键词

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