Video-Assisted Health Education Promotes Rehabilitation Training of Total Knee Arthroplasty Patients and Reduces Stress and Burnout in Nurses Compared to Oral Education

Abstract

Emerging evidence suggests video-assisted health education being an effective way in promoting rehabilitation. The present study was aimed at evaluating the effectiveness of video-assisted health education in promoting rehabilitation training in postoperative OA patients and at comparing it with oral education. This study was a noncontemporaneous control study involving 179 patients who underwent TKA. For the intervention group, a bedside interactive system that recorded a series of educational videos showing a rehabilitation training program was established. For the control group, oral education having the same content as that in the videos for the intervention group was provided. After education, clinical outcomes such as occurrence of complications, circulating biomarkers of inflammation, and rehabilitation progress of the patients were obtained. Furthermore, job stress and burnout in nurses who participated in the present study were assessed. Results showed that C-reactive protein levels of patients were significantly lower in the intervention group than in the control group (84.54 ± 36.09 vs. 99.45 ± 31.73 mg/L, P = 0.004). Faster achievement of postoperative knee flexion to 90 degrees (21.31 ± 5.83 vs. 35.72 ± 9.93 h, P < 0.001) and first ambulation (19.91 ± 4.57 vs. 50.15 ± 7.00 h, P < 0.001), reduced number of postoperative complications such as postoperative orthostatic intolerance (7 vs. 19, P = 0.008) and constipation (10 vs. 23, P = 0.009), and reduced length of hospital stay (7.51 ± 1.79 vs. 8.21 ± 2.15 days, P = 0.019) in the intervention group in comparison to the control group were noted. Emotional exhaustion and burnout of nurses were reduced significantly in the intervention group than in the control group (21.00 ± 8.04 vs. 36.50 ± 11.22, P = 0.002; 55.90 ± 11.57 vs. 85.50 ± 6.80, P < 0.001, respectively). Reduced personal accomplishments in nurses were improved significantly in the intervention group when compared with the control group (41.90 ± 4.91 vs. 32.80 ± 7.07, P = 0.004). We concluded that video-assisted health education may promote TKA patient recovery and reduce burnout and stress in nurses when compared with oral education. Video-assisted health education could be helpful in situation where manpower of nurse is in shortage.