衛教對剖腹術患者其術前焦慮及護理滿意度之成效探討

Implementing an Intervention Strategy for Education to Alleviate Preoperative Anxiety and Increase Nursing Satisfaction Associated with Laparotomy

本研究目的是在手術前給予結構性衛教改善剖腹術患者術前焦慮及護理滿意度之成效探討，研究採前後測 類實驗法，以立意取樣選樣法，依入院先後次序分成控制組30人與實驗組30人，對象為接受剖腹術患者，控 制組接受病房常規性照護，實驗組於手術前一天即開始接受結構性衛教，重複衛教三次，於手術前一小時及出 院當天時間收集資料。研究工具包括焦慮量表、焦慮0-10數字量表及護理滿意度量表。研究結果顯示兩組同質性高，於術前皆經歷輕度焦慮，但實驗組之術前焦慮改善及護理滿意度提升皆較控制組多，且衛教後之術前 焦慮越低者其護理滿意度越高，均達顯著差異，本研究結果指出護理人員應提供結構性衛教策略以降低手術前 焦慮、提升護理滿意度及醫療品質。The purpose of this study was to explore implementing structured education to alleviate preoperative anxiety and increase nursing satisfaction associated with laparotomy. A pretest-posttest quasi-experimental research design was used in this study. Sixty samples that received laparotomy were randomly assigned to either the control (unstructured, n=3O) or experimental (structured, n=30) education programs. The control group had to receive repeated education three times. The following research instruments were used to measure the variables in this study: Hospital Anxiety and Depression Scale (HADS), visual analog scales (VAS), and a satisfaction questionnaire. The results indicated: the two groups were homogenized and experienced mild levels of anxiety during the preoperative day. The treatment group had significantly less preoperative anxiety (p<0.01), higher satisfaction (p<0.001), less preoperative, post-education anxiety, and had better nursing satisfaction. The results suggest that the health care profession should provide structured education strategies aimed at diminishing preoperative anxiety, increasing satisfaction, and increasing the quality of medical care.