A Cross-Sectional Study on the Learning Needs and Satisfaction Levels of Orthopedics and Trauma Surgery Patients at Discharge

IF 2.1 4区医学 Q3 HEALTH CARE SCIENCES & SERVICES

Journal of evaluation in clinical practice Pub Date : 2025-06-10 DOI:10.1111/jep.70145

Cemile Nida Kayis, Emine Catal

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Abstract

Background

Research on the learning needs of patients after orthopedic and trauma surgery during the discharge process is limited, and this situation constitutes an important research gap in improving nursing practice and increasing patient satisfaction. Because when the patient's learning needs priorities are examined at discharge, it is not clear to what extent these needs have been met.

Objective

This study aims to determine the priorities in the learning needs of the patients who underwent orthopedic and trauma surgery at discharge, the level of meeting these learning needs, and the satisfaction level of the routine discharge education. Secondly, it was aimed to determine the effects of demographic and clinical characteristics on these.

Methods

The study is descriptive, correlational and cross-sectional. The sample included 184 patients. The data were collected using the Personal Information Form, the Patient Learning Needs Scale and the Discharge Education Satisfaction Scale.

Results

In this study, 36.9% of the patients' medical diagnoses were prostheses and 63.1% of them were fractures. While the patients found their learning needs at discharge ‘very important’ (190.28 ± 10.83), they rated these needs as ‘neither more or less met’. The patients reported that they cared more about information regarding treatment and complications and improving the quality of life. The patients' satisfaction level with discharge education was also determined as ‘partially satisfied’ (74.09 ± 3.83). The analysis revealed that the significance of patients' discharge learning needs and the extent to which these needs were met were influenced by factors including age, gender, education level, employment status, medical diagnosis, hospitalization history, and surgical history (p < 0.05). However, the level of satisfaction with discharge education remained unaffected by any of these variables (p > 0.05).

Conclusions

It was concluded that the priorities of discharge learning needs in patients who underwent orthopedic and trauma surgery were considered very important, but the satisfaction levels of meeting the needs and discharge education were low.

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骨科和创伤外科患者出院时学习需求和满意度的横断面研究

背景骨科创伤手术患者出院过程中学习需求的研究有限，这是改善护理实践、提高患者满意度的重要研究空白。因为出院时检查患者的学习需求优先级时，并不清楚这些需求得到了多大程度的满足。目的探讨骨科创伤外科患者出院时学习需求的优先顺序、学习需求的满足程度及出院常规教育的满意度。其次，它旨在确定人口统计学和临床特征对这些的影响。方法采用描述性、相关性、横断面研究方法。样本包括184例患者。采用《个人信息表》、《患者学习需求量表》和《出院教育满意度量表》收集数据。结果本组患者的医学诊断为假体占36.9%，骨折占63.1%。虽然患者认为他们出院时的学习需求“非常重要”（190.28±10.83），但他们对这些需求的评价是“既没有得到更多满足，也没有得到更少满足”。患者报告说，他们更关心有关治疗和并发症以及改善生活质量的信息。出院教育满意度为“部分满意”（74.09±3.83）。分析发现，患者出院学习需求的意义及满足程度受年龄、性别、文化程度、就业状况、医疗诊断、住院史、手术史等因素的影响（p < 0.05）。然而，出院教育的满意度水平不受这些变量的影响（p > 0.05）。结论骨科创伤外科患者出院学习需求的优先级非常重要，但出院学习需求的满足程度和出院教育的满意度较低。

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来源期刊

Journal of evaluation in clinical practice 医学-卫生保健

CiteScore

4.80

自引率

4.20%

发文量

143

审稿时长

3-8 weeks

期刊介绍： The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.