Author(s):
Mata, Luciana Regina Ferreira da ; Azevedo, Cissa ; Bernardes, Mariana Ferreira Vaz Gontijo ; Chianca, Tânia Couto Machado ; Pereira, M. Graça ; Carvalho, Emilia Campos de
Date: 2019
Persistent ID: https://hdl.handle.net/1822/69676
Origin: RepositóriUM - Universidade do Minho
Subject(s): Aged; Anxiety; Depression; Follow-Up Studies; Health Knowledge, Attitudes, Practice; Humans; Male; Middle Aged; Patient Discharge; Patient Education as Topic; Patient Satisfaction; Prostatectomy; Self Care; Single-Blind Method; Surveys and Questionnaires; Self Efficacy; Enfermería Oncológica; Neoplasias de la Próstata; Prostatectomía; Educación en Salud; Alta del Paciente; Ensayo Clínico; Enfermagem Oncológica; Neoplasias da Próstata; Prostatectomia; Educação em Saúde; Alta do Paciente; Ensaio Clínico; Oncology Nursing; Prostatic Neoplasms; Health Education; Clinical Trial; Ciências Sociais::Psicologia; Saúde de qualidade
Description
Objective: To evaluate the effectiveness of a teaching program for hospital discharge of patients submitted to radical prostatectomy based on the self-efficacy construct of the Cognitive Social Theory. Method: A controlled clinical trial carried out on a 2-month follow-up of 68 prostatectomized men randomized into intervention group (n = 34) and control (n = 34). The intervention group received routine guidance from the service plus the teaching program. The control group only received routine guidance from the service. The data collection instruments were: sociodemographic and clinical questionnaire, self-efficacy scale, hospital depression and anxiety scale, household care knowledge questionnaire, and an item on satisfaction with a score of 1 to 5. Results: There was a significant difference between the intragroups for satisfaction (p<0.001) and knowledge (p<0.001) of the pre-test to the post-test. In the intervention group, there were significant changes between the times for anxiety (p=0.011) and knowledge (p<0.001). Conclusion: The teaching program with a combination of oral guidance, written instruction and telephone follow-up was effective in improving knowledge about home care and personal satisfaction
