Effect of Structured Teaching Program on Physiological and Psychological Problems among Post-Bariatric Surgery Patients

A. Salem, Fatma; Ibrahim Ahmed Abdou Abd El Rahman, Badr; Kedees Marzouk, Heba; Sabry, Karim; Gomaa Eldawoody Ali, Heba

doi:10.21608/ejhc.2024.370394

Effect of Structured Teaching Program on Physiological and Psychological Problems among Post-Bariatric Surgery Patients

Document Type : Original Article

Authors

Fatma A. Salem ¹
Badr Ibrahim Ahmed Abdou Abd El Rahman ²
Heba Kedees Marzouk ³
Karim Sabry ⁴
Heba Gomaa Eldawoody Ali ⁵

¹ Assist. Prof. of Medical-Surgical Nursing, Faculty of Nursing, Tanta University, Egypt.

² Fellow Medical-Surgical Nursing, University Student Hospital, Mansoura University, Egypt.

³ Assist. Prof. of Psychiatric Mental Health Nursing, Faculty of Nursing, Assiut University,Egypt.

⁴ Professor of Surgery, Faculty of Medicine, Ain shams University, Egypt.

⁵ Lecturer of Medical-Surgical Nursing, Faculty of Nursing, Sohag University

10.21608/ejhc.2024.370394

Abstract

Background: Bariatric surgery now is considered the most effective solution for morbid obesity or obesity with associated medical conditions. Despite bariatric surgery providing significant weight loss, a considerable portion of patients do not achieve relevant outcomes which lead to physical and psychological problems. Aim: To evaluate the effect of a structured teaching program on physiological and psychological problems among post-bariatric surgery patients. Subject and methods : Design: a quasi-experimental research design was used. Setting: This study was applied in Surgical Outpatient Clinics at Sohag University Hospital. Sample: a convenient sample included 100 adult patients who were on bariatric surgery status. Tools: Tool I: "Structured Interview Assessment Schedule" which included three parts; Part 1 Patients' demographic data, Part2: Patients' clinical data, and Part III: Bariatric Surgery Patients' knowledge Assessment Sheet; Tool II: Post Bariatric Surgery patients’ Physiological Assessment Tool, Tool III: Post Bariatric Surgery Patients’ Psychological assessment tool; Part One: Body Image-Acceptance and Action Questionnaire; Part Two: Rosenberg self-esteem scale; and Tool IV: Eating disorders questionnaire. Results: There was a significant improvement in the total knowledge scores of the post-bariatric surgery patients pre and post-structured teaching program implementation. There was a significant improvement in physical problems and psychological problems among those patients. The majority of the studied patients accepted their body image post-structured teaching program implementation more than half of them had high self-esteem and more than three-fifths of them were restraining their eating post-structured teaching program implementation. Conclusion: Structured teaching program implementation has a positive effect on improving physiological and psychological problems among post-bariatric surgery patients. Recommendations: Teaching program implementation for bariatric surgery patients is recommended to identify the physiological and psychological conditions of patients post-bariatric surgery and is highly needed to achieve appropriate post-bariatric surgery outcomes for a long time.

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