Association between quality of discharge teaching and self‐management in patients after percutaneous coronary intervention: A chain mediation model

Abstract Aims To examine chain mediating effect of discharge readiness and self‐efficacy between quality of discharge teaching and self‐management in patients after percutaneous coronary intervention (PCI). Background Although self‐management after PCI has significant benefits in controlling risk factors and delaying disease progression, the status of self‐management remains unoptimistic. A large number of studies have explored the close relationship between the quality of discharge teaching and patients self‐management, but little is known about the underlying mechanisms. Methods The cross‐sectional samples was collected from a tertiary hospital in China. Self‐reported questionnaires were used to assess quality of discharge teaching, discharge readiness, self‐efficacy and self‐management. Pearson correlation analysis and mediation effect analysis were used for statistical analysis. Reporting Method The study used the STROBE checklist for reporting. Results A total of 198 patients with a mean age of 64.99 ± 11.32 (34–85) were included. The mean score of self‐management was 88.41 ± 11.82. Quality of discharge teaching, discharge readiness, self‐efficacy and self‐management were all positively correlated. Mediation effect analysis showed that the mediating effects of discharge readiness, self‐efficacy, discharge readiness and self‐efficacy between quality of discharge teaching and self‐management were 0.157, 0.177 and 0.049, respectively, accounting for 21.96%, 24.76% and 6.85% of the total effect. Conclusion The quality of discharge teaching for patients after PCI not only directly affects self‐management, but also can indirectly affect self‐management through discharge readiness and self‐efficacy. Relevance to Clinical Practice To improve the life quality of patients after PCI, medical staff should pay attention to the influence of self‐management of quality of discharge teaching, and develop intervention strategies based on the path of discharge readiness and self‐efficacy. Patient or Public Contribution Questionnaires filled out by patients were used to understand the association between quality of discharge teaching, discharge readiness, self‐efficacy and self‐management.