Journal of perianesthesia nursing : official journal of the American Society of PeriAnesthesia Nurses · 2026
Patients' Experiences on Preoperative Telephone Education in Day Surgery: A Qualitative Study.
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Rajala Mira, Kääriäinen Maria, Tanhua Anitta, Kaakinen Pirjo
Аннотация
PURPOSE: To describe the patients' experiences on preoperative telephone education in day surgery.
DESIGN: A descriptive, qualitative approach.
METHODS: The data were collected from day surgery patients (n = 31) in 2020 via face-to-face interviews. The themes of interviews were General experiences, Interaction, Patient-centeredness, Goal-oriented treatment, and Development ideas. Deductive-inductive content analysis was used. The Consolidated Quality of Research Reporting checklist was used.
FINDINGS: General experiences included six main categories: Usefulness, Contents, Benefits, Emotional support, Unnecessariness, and Other education methods. In the interaction, three main categories were formed: Implementation, Opportunity to ask, and Information access challenges. In patient-centeredness, three main categories were formed: Individuality, Wishes, and Role of loved ones. Goal-oriented treatment included two main categories: Awareness and Accessibility. Development ideas for preoperative telephone education also included two main categories: Nothing to develop and Development content.
CONCLUSIONS: Patients express high levels of satisfaction with preoperative telephone education, underscoring the significance of a personalized, individualized, patient-centered, and multichannel approach. To further optimize patient education, innovative strategies and technology integration are needed to enhance communication. These efforts can make telephone education a more effective tool for achieving optimal health outcomes and improving patient experience.
DESIGN: A descriptive, qualitative approach.
METHODS: The data were collected from day surgery patients (n = 31) in 2020 via face-to-face interviews. The themes of interviews were General experiences, Interaction, Patient-centeredness, Goal-oriented treatment, and Development ideas. Deductive-inductive content analysis was used. The Consolidated Quality of Research Reporting checklist was used.
FINDINGS: General experiences included six main categories: Usefulness, Contents, Benefits, Emotional support, Unnecessariness, and Other education methods. In the interaction, three main categories were formed: Implementation, Opportunity to ask, and Information access challenges. In patient-centeredness, three main categories were formed: Individuality, Wishes, and Role of loved ones. Goal-oriented treatment included two main categories: Awareness and Accessibility. Development ideas for preoperative telephone education also included two main categories: Nothing to develop and Development content.
CONCLUSIONS: Patients express high levels of satisfaction with preoperative telephone education, underscoring the significance of a personalized, individualized, patient-centered, and multichannel approach. To further optimize patient education, innovative strategies and technology integration are needed to enhance communication. These efforts can make telephone education a more effective tool for achieving optimal health outcomes and improving patient experience.