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The relationship between CABG patient characteristics and perceived learning needs: a secondary analysis
1School of Nursing, Ryerson University, 350 Victoria St., Toronto, ON M5B 2K3. sfrederi@ryerson.ca
Background:
Patients' learning needs are influenced by socio-cultural characteristics such as level of formal education, sex, and age. Limited research has examined this influence.
Purpose:
The purpose of this study was twofold: 1) to describe the number and type of learning needs identified among first-time CABG patients, and 2) to examine the relationships between learning needs and socio-cultural characteristics (education, sex, and age).
Design:
This study was a sub-study of a randomized clinical trial (RCT) that evaluated the most appropriate time for delivering education to patients who had CABG surgery.
Sample:
Individuals having CABG with one to four grafts for the first time and who were literate and cognitively oriented to person, place, and time were included in this study.
Analysis:
Descriptive and correlation statistics were used to analyze the data.
Results:
A significant difference between learning needs and sex (p = 0.00) was noted, while a significant relationship between learning needs and age (p = 0.03) was identified.
Conclusion:
This study represents a first step towards identifying the association between perceived learning needs and socio-cultural characteristics.
