Introduction
Every hospital is obliged to conduct specialized pieces of training for people with heart diseases to make them aware of different actions that might have an adverse impact on their health. It is essential to identify whether education sessions (thirty minutes long) reduce the rate of hospital readmissions for heart disease patients. The method of providing specialized classes for individuals with problems in their cardiovascular systems will be compared with the effectiveness of written information in the discharge paperwork. The primary purpose of this research is to develop an appropriate approach to the issues described above. The significance of the given problem lays in common cases of heart attacks and failures in American citizens who need to be aware of methods of preventing such issues in the future. Therefore, the following paper is intended to conduct an effective research proposal on the topic of patients’ education referring to the primary advantages and disadvantages of both training sessions and handout material in coping with heart diseases.
Research Questions
To start the project that evaluates the efficiency of written information compared to patient education sessions, it would be proper to identify appropriate research questions to address the given topic. All the questions listed below focus on the study of heart issues prevention in patients (who have appropriate knowledge) and are intended to determine its methodology:
- Do patients consider all the information provided by lecturers during classes useful in dealing with their health problems?
- Which method of education (verbal or written) is easier to percept for people with weak cardiovascular systems?
- How can patients or their relatives (family members, siblings, and so on) remember all the necessary information given to them during lectures and recall it at any moment?
Hypothesis: Research and Null
Research Hypothesis
Patients are interested and involved in their education processes during lectures with various visual aids (Bastable, 2017). Written materials about heart failures, healthy lifestyle, and necessary exercises for individuals with heart diseases are less efficient than classes in a hospital. However, handout materials contain more practical information. Perhaps, lecture attendants’ attention is focused on primary subjects of lessons due to their entertaining flows, whereas reading remains less interesting for the audience.
Null Hypothesis
Patients with problems in their cardiovascular systems do not obtain any useful knowledge during education sessions in hospitals. Such lessons are intended to make them competent in coping with their heart diseases. People are likely to receive more information from written brochures as they can always consult their additional materials in case of emergency.
Identifying and Defining Study Variables
As it is mentioned in the introduction paragraph, this research proposal compares the effectiveness of education sessions against written material provided to the patients who have to know the primary methods of coping with certain heart diseases. It is important to mention that there are two types of variables presented below (dependent and independent). Every lecture’s point should contribute to different qualities and benefits of both lectures and handout material with tips and practical pieces of advice for people who seek them (Kendra, 2016). Variables related to education pieces of training: visual aids (i.v.) interaction with lecturers (d.v.), involvement in treatment practices (i.v.), and discussions of uncertain information (i.v.). Variables related to written brochures: easy access to information (i.v.), an organized structure of the text (i.v.), lists of actions necessary to prevent certain outcomes (i.v.), and ability to review the given information at any moment (d.v.).
Operationalizing Variables
Visual aids can be operationalized as various pictures, video files, and tables presented by lecturers during education sessions to improve the quality of the professed knowledge. Interaction with lecturers can be defined as examples of necessary medical practices that patients are required to experience and grasp during their health classes. Involvement in treatment practices means that every lecture attendant should practice his or her medical skills in coping with certain heart diseases on their own (Lenferink et al., 2013). Discussions of uncertain information imply asking various questions that might emerge during lectures to obtain precise knowledge in particular aspects of medicine.
Easy access to information is operationalized as the opportunity to have all the necessary data and rules written down, which is essential for people with weak memories. Organized structure of the text refers to paragraphs, sections, and general presentation of its contents, which makes it easier to find a certain statement or phrase. Lists of actions necessary to prevent certain outcomes are operationalized as the enumeration of different procedures required to implement in a certain situation to help a patient prevent some undesirable outcomes and improve his or her health condition. The ability to review the given information at any moment means that people with heart diseases can read and recall different practices discussed during lectures if needed.
Conclusion
The paper above describes the questions, hypotheses, and variables that are essential to consider and address during the research that is intended to compare the efficiency of education lectures against written material given to people who are obliged to cope with their heart diseases without medical personnel’s assistance. There are many controversies and theories among nurses and professional doctors about the most preferable education practices that help patients deal with certain problems in their cardiovascular systems and obtain necessary knowledge to stick to a healthy lifestyle. This proposal will present the foundation of the research that will identify and address all the concerns mentioned above.
References
Bastable, S. B. (2017). Essentials of patient education. Burlington, MA: Jones & Bartlett Learning.
Kendra, M. E. (2016). An APN-led COPD discharge education program to decrease 30-day readmission rates. Ann Arbor, MI: Seton Hall University.
Lenferink, A., Frith, P., Valk, P. V., Buckman, J., Sladek, R., Cafarella, P.,… Effing, T. (2013). A self-management approach using self-initiated action plans for symptoms with ongoing nurse support in patients with Chronic Obstructive Pulmonary Disease (COPD) and comorbidities: The COPE-III study protocol. Contemporary Clinical Trials, 36(1), 81-89. Web.