Evaluation of a structured myocardial infarction teaching program coordinated by one designated patient educator

Abstract

A quasi-experimental design was used to examine the differences in myocardial infarction (MI) patients' self-care behaviors, satisfaction, knowledge, and feelings of security after participation in a structured cardiac teaching program presented by one designated patient educator. Thirty subjects diagnosed with first time uncomplicated MIs were randomly assigned to the experimental group (n = 15) or the control group (n = 15) which received conventional unstructured teaching. Four self-report questionnaires were developed and used. Patient satisfaction with teaching was greater for the experimental group (t = -2.65; df = 28; p ≤ 0.05). No differences were found between groups regarding information retained at time of discharge from the hospital or two weeks later, or in readiness for post-hospital self-care. Self-care behaviors were improved clinically in both groups, but somewhat more in the experimental group. The findings suggest this structured cardiac teaching program presented by one designated patient educator enhanced patient satisfaction and may have improved self-care.