Evaluation of a structured myocardial infarction teaching program coordinated by one designated patient educator

Persistent Link:
http://hdl.handle.net/10150/278087
Title:
Evaluation of a structured myocardial infarction teaching program coordinated by one designated patient educator
Author:
Chau, Sally Pik-Yuk, 1964-
Issue Date:
1992
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
A quasi-experimental design was used to examine the differences in myocardial infarction (MI) patients' self-care behaviors, satisfaction, knowledge, and feelings of security after participation in a structured cardiac teaching program presented by one designated patient educator. Thirty subjects diagnosed with first time uncomplicated MIs were randomly assigned to the experimental group (n = 15) or the control group (n = 15) which received conventional unstructured teaching. Four self-report questionnaires were developed and used. Patient satisfaction with teaching was greater for the experimental group (t = -2.65; df = 28; p ≤ 0.05). No differences were found between groups regarding information retained at time of discharge from the hospital or two weeks later, or in readiness for post-hospital self-care. Self-care behaviors were improved clinically in both groups, but somewhat more in the experimental group. The findings suggest this structured cardiac teaching program presented by one designated patient educator enhanced patient satisfaction and may have improved self-care.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Health Sciences, Nursing.; Education, Health.; Health Sciences, Health Care Management.
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College; Nursing
Degree Grantor:
University of Arizona
Advisor:
Gerber, Rose M.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleEvaluation of a structured myocardial infarction teaching program coordinated by one designated patient educatoren_US
dc.creatorChau, Sally Pik-Yuk, 1964-en_US
dc.contributor.authorChau, Sally Pik-Yuk, 1964-en_US
dc.date.issued1992en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractA quasi-experimental design was used to examine the differences in myocardial infarction (MI) patients' self-care behaviors, satisfaction, knowledge, and feelings of security after participation in a structured cardiac teaching program presented by one designated patient educator. Thirty subjects diagnosed with first time uncomplicated MIs were randomly assigned to the experimental group (n = 15) or the control group (n = 15) which received conventional unstructured teaching. Four self-report questionnaires were developed and used. Patient satisfaction with teaching was greater for the experimental group (t = -2.65; df = 28; p ≤ 0.05). No differences were found between groups regarding information retained at time of discharge from the hospital or two weeks later, or in readiness for post-hospital self-care. Self-care behaviors were improved clinically in both groups, but somewhat more in the experimental group. The findings suggest this structured cardiac teaching program presented by one designated patient educator enhanced patient satisfaction and may have improved self-care.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectHealth Sciences, Nursing.en_US
dc.subjectEducation, Health.en_US
dc.subjectHealth Sciences, Health Care Management.en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineNursingen
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGerber, Rose M.en_US
dc.identifier.proquest1348009en_US
dc.identifier.bibrecord.b27554569en_US
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