Factors Predicting Learning Needs in Patients with Acute Coronary Syndrome

Abstract

Introduction Learning needs are necessary for tailoring self-care education for patients with acute coronary syndrome (ACS). Existing knowledge about factors influencing learning needs among these patients is limited, especially their perceived identity, timeline, consequences, personal control, treatment control, and emotional representation. 

Objective To investigate predictive power of perceived identity, timeline, consequences, personal control, treatment control, and emotional representation on the learning needs of patients with ACS. 

Design This study employed a predictive correlational design, using the common sense model of illness self-regulation, and literature review as a conceptual framework. 

Methodology Through proportional stratified random sampling, the participants consisted of 157 patients diagnosed with ACS, aged 18 years and older, who were admitted to a tertiary hospital in the metropolitan area. Data were collected using a personal data questionnaire, the Brief Illness Perception Questionnaire and the Cardiac Patients Learning Needs Inventory. Reliability was tested using the test-retest reliability and analyzed by the Intraclass Correlation Coefficient (ICC) for perceived consequences, perceived timeline, perceived personal control, perceived treatment control, and perceived emotional representation. The reliability coefficients were .72, .88, .95, .85, .87, and .83, respectively. The learning needs assessment for cardiac patients was analyzed for internal consistency using Cronbach’s alpha coefficient, which was found to be .97. Data were analyzed using descriptive statistics and multiple linear regression. 

Results Majority of the participants (75.8%) were older adults, with an average age of 68.1 years (SD = 0.40). Most of them (78.3%) had a high level of overall learning needs (M = 3.75, SD = 0.49), and the highest learning need was physical activity (M = 4.02, SD = 0.61). Multiple linear regression analysis revealed that perceived identity, timeline, consequences, personal control, treatment control, and emotional representation could predict the variability of learning needs in patients with ACS at 53.1%. (F6,150 = 28.259, p < .001). The significant factors predicting learning needs in patients with ACS were perceived timeline (β = .586, 95%CI 5.62-8.64, p < .001), consequences (β = .247, 95%CI 1.73-5.35, p < .001), and treatment control (β = .154, 95%CI 0.17-2.35, p = .024). However, factors that could not significantly predict learning needs in patients with ACS were perceived identity, personal control, and emotional representation. 

Recommendations Nurses and health personnel should assess the learning needs of patients with ACS and related factors, particularly their illness perceptions in terms of timeline, consequences, and treatment control, in order to prepare an educational plan to meet their learning needs.