Background: Educating patients about receiving surgical procedures is becoming an important issue, as it can reduce anxiety and uncertainty while helping to hasten decisions for undergoing time sensitive surgeries. We evaluated a new integrated education model for patients undergoing cervical disc herniation surgery using a quasi-experimental design. Methods: The participants were grouped into either the new integrated educational model (n = 32) or the standard group (n = 32) on the basis of their ward numbers assigned at admission. Anxiety, uncertainty, and patient satisfaction were measured before (pre-test) and after the educational intervention (post-test-1) and post-surgery (post-test-2) to assess the effectiveness of the model in this intervention. Results: We found that the generalized estimating equation modeling demonstrated this new integrated education model was more effective than the conventional model in reducing patients' anxiety and uncertainty (p < 0.05). Patients were also more satisfied with our newly developed model as it takes a more holistic approach to individual health. Conclusion: This novel systemic educational model enhances patient's understanding of the medical condition and surgery while promoting patient-caregiver interaction for optimal patient health outcomes. We present a comprehensive and consistent platform for educational purposes in patients undergoing surgery as well as reducing the psychological burden from anxiety and uncertainty. Integrating medicine, nursing, and new technologies into an e-practice and e-learning platform offers the potential of easier understanding and usage. It could revolutionize patient education in the future.
ASJC Scopus subject areas
- Computer Science Applications
- Health Informatics
Chuang, M. F., Tung, H. H., Clinciu, D. L., Huang, J. S., Usman, I., Chang, C. J., Su, I. C., Lai, F. C., & Li, Y. C. (2016). The effect of an integrated education model on anxiety and uncertainty in patients undergoing cervical disc herniation surgery. Computer Methods and Programs in Biomedicine, 133, 17-23. https://doi.org/10.1016/j.cmpb.2016.05.003