Premium
Content areas for cardiac teaching: patients' perceptions of the importance of teaching content after myocardial infarction
Author(s) -
Chan Vivian
Publication year - 1990
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/j.1365-2648.1990.tb01705.x
Subject(s) - convalescence , myocardial infarction , perception , medicine , coping (psychology) , content analysis , content (measure theory) , psychology , clinical psychology , social science , mathematical analysis , mathematics , neuroscience , sociology
This descriptive study was undertaken to investigate patients’ perceptions of the seven content areas commonly included in cardiac teaching in terms of how important and how realistic they were for being learned following the experience of an acute myocardial infarction (MI) Lazarus's stress‐coping theory was used as a framework for the study A sample of 30 MI subjects were interviewed before discharge and during early convalescence Before discharge, subjects rated six out of the seven content areas as ‘important’ for learning Although the information was considered important, it was not rated as equally realistic to learn During early convalescence, mean scores under ‘important to learn’ were slightly lower, but all seven content areas were rated as significantly more realistic to be learned ( P < 0 05) Little variation in patients’ perceptions of the importance of teaching content was noted over time However, there was major variation between their perceptions of how important and how realistic it was to learn the material before discharge Both dimensions, how important and how realistic, are therefore crucial to consider in cardiac teaching