Comparison of the effect of face to face teaching and the educational booklet on the patient's learning after urologic surgical procedures

Urinary disorders can affect patient’s quality of life extensively. Therefore, providing education using teaching methods that are congruent with patients’ needs are necessary for patients at the discharge time. Thus, this study was performed aimed to compare the effect of face to face teaching and the educational booklet on patient’s learning after urologic surgical procedures. A clinical trial design was used with 200 patients discharged after surgeries for urolithiasis (n=110) and prostatic hypertrophy (n=90). Two researcher-made questionnaires were used to evaluate patients’ knowledge on self-care for each of the diseases. Patients were selected through consecutive sampling and were randomly assigned into two teaching groups (n=100 in each group) regardless of their diseases. After a pretest, education was provided to them and a post-test was held using the same questionnaires after the intervention. No significant difference was found in patients’ learning between the two teaching methods. It was found that in the face to face teaching method, patients’ learning was related to the educational level (r=0.27, P=0.006), duration of hospitalization (r=0.24, P=0.014) and age (r= -0.28, P=0.004). Both the educational methods had the same effect regarding provision of education to patients with urinary system disorders. However, patients’ age and educational level negatively impacted their learning in the face to face method. Thus, applying more than one method in education to such patients is recommended.