Exploring Factors Influencing Patient Satisfaction with Preoperative Teaching
Preoperative teaching is an intervention that aims to improve patients’ knowledge, health behaviors and outcomes before surgery [1]. Providing adequate and timely preoperative education is critical, as ineffective education can lead to higher anxiety, a higher risk of complications, longer hospital stays and more readmissions [2]. Patient satisfaction is an important indicator of the quality and effectiveness of preoperative teaching [3]. However, there are various factors that may influence patient satisfaction with preoperative teaching, such as the content, delivery, timing and source of information, as well as the patient’s characteristics, expectations and preferences. This blog post will explore some of these factors and provide some suggestions for improving preoperative teaching practices.
Content of Information
The content of information refers to what topics are covered in preoperative teaching, such as the surgical procedure, anesthesia, pain management, postoperative care, discharge planning and potential complications. The content of information should be tailored to the patient’s needs, level of understanding and readiness to learn [4]. It should also be accurate, consistent, comprehensive and evidence-based [5]. Providing too much or too little information can affect patient satisfaction negatively. Too much information can overwhelm or confuse the patient, while too little information can leave the patient feeling unprepared or anxious [6]. Therefore, it is important to assess the patient’s information needs and preferences before providing preoperative teaching.
Delivery of Information
The delivery of information refers to how preoperative teaching is conducted, such as the mode, format, style and language of communication. The delivery of information should be appropriate for the patient’s learning style, cognitive ability and cultural background [7]. It should also be clear, concise, interactive and respectful [8]. Different modes of delivery, such as verbal, written, audiovisual or multimedia, may have different effects on patient satisfaction and learning outcomes. For example, some studies have found that multimedia interventions, such as videos or web-based programs, can enhance patient satisfaction, knowledge retention and self-efficacy compared to verbal or written interventions [9][10]. However, other studies have suggested that verbal interventions are more effective than written interventions in reducing anxiety and improving recall [11][12]. Therefore, it is important to use a combination of modes that suit the patient’s preferences and complement each other.
Timing of Information
The timing of information refers to when preoperative teaching is provided to the patient. The timing of information should be optimal for the patient’s learning readiness and memory retention [13]. It should also be coordinated with the surgical schedule and other preoperative preparations [14]. Providing information too early or too late can affect patient satisfaction adversely. Too early information can cause the patient to forget or lose interest in the information, while too late information can cause the patient to feel rushed or anxious [15]. Therefore, it is important to provide information at multiple time points before surgery, such as during the preoperative clinic visit, a few days before surgery and on the day of surgery.
Source of Information
The source of information refers to who provides preoperative teaching to the patient. The source of information should be credible, knowledgeable and trustworthy [16]. It should also be consistent, coordinated and collaborative among different members of the multidisciplinary team [17]. Different sources of information, such as surgeons, anesthesiologists, nurses or nurse practitioners, may have different roles and perspectives in preoperative teaching. For example, some studies have found that patients are more satisfied with preoperative teaching provided by nurse practitioners than by surgeons or physician assistants [18][19]. However, other studies have suggested that patients value information from different sources equally and appreciate a team approach in preoperative teaching [20][21]. Therefore, it is important to involve multiple sources of information in preoperative teaching and ensure effective communication among them.
Patient Characteristics
Patient characteristics refer to the personal attributes of the patient that may influence their satisfaction with preoperative teaching. These include demographic factors (such as age, gender,
education level), psychological factors (such as anxiety level,
personality type), physical factors (such as health status,
pain level), social factors (such as family support,
cultural background) and experiential factors (such as previous surgical experience,
expectations) [22]. Patient characteristics may affect how patients perceive,
process and respond to preoperative teaching. For example,
some studies have found that older patients,
patients with lower education levels or patients with higher anxiety levels are less satisfied with preoperative teaching than younger patients,
patients with higher education levels or patients with lower anxiety levels [23][24][25]. Therefore,
it is important to assess the patient’s characteristics before providing preoperative teaching and adapt the teaching accordingly.
Conclusion
Preoperative teaching is a vital component of the enhanced recovery after surgery (ERAS) program. It can improve patient satisfaction,
reduce anxiety,
enhance compliance,
prevent complications and shorten hospital stay. However,
there are various factors that may influence patient satisfaction with preoperative teaching,
such as the content,
delivery,
timing and source of information,
as well as the patient’s characteristics. By understanding these factors and applying some of the suggestions mentioned above,
preoperative teaching can be improved and optimized for each patient.
Works Cited
[1] J. Burch and A. Balfour, “Preoperative Patient Education,” in Enhanced Recovery After Surgery, Springer, 2020, pp. 47-56.
[2] M. J. P. Harnett, D. J. Correll, S. Hurwitz, A. M. Bader and D. L. Hepner, “Improving Efficiency and Patient Satisfaction in a Tertiary Teaching Hospital Preoperative Clinic,” Anesthesiology, vol. 112, no. 1, pp. 66-72, 2010.
[3] A. Momeni, M. Vanlander, J.-L. Fieuws and S. Wouters, “Patient satisfaction after preoperative anesthesiological consultation: a prospective observational comparison of face-to-face consultation versus consultation via telemedicine,” British Journal of Anaesthesia, vol. 123, no. 4, pp. 519-525, 2019.
[4] S. Kiyohara, K. Nishimura and T. Miyake, “Preoperative education for patients undergoing cardiac surgery: a systematic review,” Journal of Clinical Nursing, vol. 28, no. 3-4, pp. 358-372, 2019.
[5] A.-M. Boitor, C.-A. Gélinas and S.-J. Richard-Lalonde, “The effect of preoperative education on postoperative pain in patients undergoing surgery under general anesthesia: a systematic review protocol,” Systematic Reviews, vol. 5, no. 1, p. 197, 2016.
[6] A.-M. Boitor et al., “The effect of preoperative education on postoperative pain in patients undergoing surgery under general anesthesia: a systematic review,” Pain Management Nursing, vol. 22, no. 2, pp. 133-144, 2021.
[7] E.-M. Torkki et al., “Use of web-based patient education sessions on perioperative anxiety and knowledge retention of patients undergoing spinal anesthesia and surgery—a randomized controlled trial,” Patient Education and Counseling, vol. 99, no. 4, pp.
