| Series |
ECU School of Nursing thesis
ECU School of Nursing thesis. UNAUTHORIZED
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| Summary |
The purpose of this research was to address a gap in the literature regarding the perceived learning needs of postoperative coronary artery bypass graft (CABG) surgery patients. This study used a qualitative approach adapted from Glaser and Strauss and Leininger. A purposive sample of five adult informants who were two months postoperative CABG surgery volunteered to participate in this study. Semi-structured interviews utilized open-ended questions to explore the learning needs of the postoperative CABG patient. The use of open-ended questions enabled the researcher to elicit a wide variety of responses and allowed the informants to discuss issues they found important and meaningful. Transcribed interviews were coded and analyzed using grounded theory to identify themes and categories of information. This study revealed that postoperative CABG surgery patients view discharge teaching as more than just what information is provided to them before they go home. The informants in this study viewed discharge teaching as a process of providing essential information, reinforcing and validating the patient, as well as the helpmate's ability to comprehend and apply the information. The major findings and themes that emerged from this study included feelings, readiness to learn, essential information, learning methods, and the role of the helpmate in the teaching and recovery process. |
| General note | Submitted to the faculty of the School of Nursing. |
| General note | Advisor: Marie E. Pokorny |
| Dissertation note | M.S. East Carolina University 1995 |
| Bibliography note | Includes bibliographical references (leaves 41-44). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
