Nurses' role in delivering discharge education to general surgical patients: A qualitative study
Evelyn Kang, Georgia Tobiano, Wendy Chaboyer, Brigid M. Gillespie
Abstract
AIMS: To explore nurses' perceived role and experience in providing discharge education to general surgical patients. DESIGN: Qualitative, using focus groups and face-to-face individual interviews. METHODS: Purposive sampling with maximum variation was used to recruit nurses from the general surgical wards in a tertiary hospital in Queensland, Australia. Semi-structured interviews (three focus groups and four individual interviews) were conducted with 21 nurses involved in delivering postoperative discharge education from August 2018 - July 2019. Interview data were analysed using inductive content analysis. RESULTS: Four themes emerged: assuming responsibility for patient education in the absence of discharge communication; supporting patients to participate in self-management after hospitalization; variability in the resources, content and delivery of discharge education; and meeting operational demands compromises the quality of patients' discharge education. CONCLUSION: This study highlights the importance of nurses' role and the challenges encountered in delivering effective discharge education. These findings can be used to identify strategies to enhance discharge communication among health professionals and standardize the delivery of education to improve surgical patients' postoperative outcomes. IMPACT: Ineffective discharge education contributes to patients' poor management of their postdischarge recovery. Developing an understanding of nurses' role in discharge education can inform policies and nursing practice to improve patients' well-being and reduce the potential for unplanned and emergency care.