ABSTRACT
PURPOSE: The purpose of this study was to evaluate the effect of education timing on patient satisfaction and perceived knowledge comprehension of recovery instructions in cardiac catheterization patients. DESIGN: This prospective quasi-experimental single-blinded study was blinded to the participant. METHODS: This study was conducted between January and August 2022 in the cardiac catheterization laboratory of a New York metropolitan community hospital. Seventy-seven cardiac catheterization participants were randomized into two groups. The intervention group (n = 40) received instructions preprocedurally, while the control group (n = 37) received instructions per standard of care postprocedurally. The study team designed a nine-question satisfaction and perceived comprehension survey, which was used as the primary data collection tool. Data were collected through telephone interviews conducted 24 to 48 hours postprocedure. Chi-square (χ2) analysis was used to determine associations between the two groups. FINDINGS: Results revealed the participants in the intervention group (97.5%, n = 39) were more satisfied than those in the control group (83.8%, n = 31). Satisfaction with instructions about managing arterial bleeding was higher in the intervention group (100%, n = 40) than in the control group (83.8%, n = 31). There was a statistically significant difference in perceived comprehension of management of arterial bleeding (χ2 = 5.22, P < .05) and management difficulty urinating (χ2 = 5.69, P < .05), where the intervention group scored significantly higher than the control group. Major feedback from participants included recommendations to enhance written instructions for clarity. CONCLUSIONS: Delivering instructions preprocedurally compared to the standard of care revealed higher patient satisfaction and perceived comprehension of recovery instructions in cardiac catheterization patients. This study demonstrates how clinical nurses can translate nursing research into patient-centered outcomes, bridging research and practice gaps.
