Relationships between cataract surgery patient-perceived discharge teaching quality, discharge readiness, and post-discharge outcomes: a cross-sectional study based on regression modeling analysis.

INTRODUCTION: A short hospital stay makes discharge planning services especially critical for patients undergoing cataract surgery. Studies on discharge teaching quality, discharge readiness, and post-discharge outcomes for patients are lacking with cataracts. Our study aimed to explore the relationships between the perceived discharge teaching quality, discharge readiness, and post-discharge outcomes of cataract surgery patients and to conduct a differential analysis between inpatient and day ward patients. METHODS: We recruited 387 patients from the ophthalmology ward of a top-tier hospital in western China through convenience sampling. Data were collected on the day of discharge and at 2 weeks post-discharge. Statistical methods included multiple linear regression analysis, chi-square test, and the Mann-Whitney U test. RESULTS: Regression models indicated that discharge teaching quality was the key factor of discharge readiness, while post-discharge outcomes were influenced by discharge readiness and discharge teaching quality. Further, inpatients' discharge teaching quality, discharge readiness, and post-discharge subjective feelings were better than those of day ward patients. CONCLUSIONS: The effect of discharge planning services on patients undergoing cataract surgery was generally satisfactory. High-quality discharge teaching can enhance patients' discharge readiness, further improving their post-discharge outcomes. When conducting discharge teaching, day ward medical staff should pay more attention to patients' demands and explore a more effective teaching delivery method.

Discharge teaching, readiness for hospital discharge and post-discharge outcomes in cataract patients: A structural equation model analysis.

AIM: To explore the interaction mechanism of cataract patients' quality of discharge teaching, discharge readiness and post-discharge outcomes using structural equation model analysis. BACKGROUND: The quality of discharge teaching and discharge readiness are two indicators used to evaluate the quality of hospital discharge services. Little research has been done on the quality of discharge teaching, discharge readiness and post-discharge outcomes in cataract patients, especially in China. METHODS: Four questionnaires were administered to 192 patients, and the results were analysed using Spearman's correlation and structural equation model. RESULTS: The statistical analysis showed low-to-moderate correlations among the quality of discharge teaching, discharge readiness and post-discharge outcome variables; discharge readiness played an intermediary role in the interaction mechanism of the three variables. CONCLUSION: The cataract patients demonstrated satisfactory quality of discharge teaching, discharge readiness and post-discharge outcomes. Quality of discharge teaching affected post-discharge outcomes through the intermediary role of discharge readiness. IMPLICATIONS FOR NURSING MANAGEMENT: Nursing managers should recognize the importance of discharge services, pay more attention to improve the quality of discharge teaching and strengthen discharge readiness to prevent the risks of post-discharge complications and readmission.

Development and psychometric testing of the Research Competency Scale for Nursing Students: An instrument design study.

BACKGROUND: Undergraduate students make up the largest pool for the recruitment of future nurses. The fundament for developing research competency has to be laid at this level of education. OBJECTIVES: To evaluate the construct validity, reliability, sensitivity to change and convergent validity of the Research Competency Scale for Nursing Students (RCS-N). DESIGN: A psychometric study with repeated measurements. SETTING: Nursing school from Sichuan, China. PARTICIPANTS: 146 undergraduate nursing students. METHODS: Construct validity was evaluated with exploratory factor analysis, confirmatory factor analysis (CFA) and item response theory (IRT) analysis. Internal consistency reliability was determined with Cronbach's alpha, and IRT based reliability estimates were also provided. Sensitivity to change was evaluated with repeated measures ANOVA. Convergent validity was analyzed based on the correlation of the RCS-N scores with nursing research class examination scores. RESULTS: Exploratory factor analysis yielded one dominant factor explaining 72.59% of the items' variance. CFA confirmed unidimensionality of the scale and produced appropriate goodness of fit indices after accounting for local dependency by collapsing several items to testlets. IRT analysis demonstrated a good capability of the scale to differentiate between persons with different abilities. Internal consistency was excellent (α = 0.98) and IRT based reliability was good to excellent. The participants' RCS-N scores increased significantly from 29.3 before participation in the research methodology class to 62.6 after the class. There was no correlation (r = 0.16, p = 0.051) between the RCS-N result and class test scores. CONCLUSIONS: RCS-N is a promising, valid and reliable tool for evaluating the research competency of undergraduate nursing students. The scale can however not replace actual examination of students' knowledge acquired in research methodology courses.

Discharge teaching, readiness for discharge, and post-discharge outcomes in cataract patients treated with day surgery: A cross-sectional study.

Purpose: To investigate the quality of discharge teaching, readiness for hospital discharge (RHD), and post-discharge outcomes (PDO) of cataract patients in a day ward and to explore the relationships among these three variables. Methods: This cross-sectional study used an opportunistic sample from the ophthalmic day ward in a general hospital in Sichuan province, China. Data were collected using four questionnaires. Results: The total average score on the Quality of Discharge Teaching Scale was 192.95, and the dimension with the lowest score was "guidance obtained practically." The total average score on the Readiness for Hospital Discharge Scale was 175.51, and the dimension with the lowest score was "knowledge of disease." The total average score on the Post-Discharge Outcome Questionnaire was 77.08, and the four dimensions with the lowest scores were "compliance behaviors," "avoiding excessive use of eye," "avoiding strenuous exercise," and "regular check-up." Pearson correlation coefficients indicated low to moderate correlations between discharge teaching quality and PDO (0.245, P < 0.01), RHD and PDO (0.271, P < 0.01), and discharge teaching quality and PDO (0.559, P < 0.01). Conclusion: The quality of discharge teaching among cataract patients who underwent day surgery was relatively high, and patient preparation for discharge and PDO were good. However, medical staff should focus more attention on patients' individualized needs for discharge teaching while emphasizing the importance of compliance behavior.