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Purpose <p>Cataracts are a leading cause of vision impairment, with prevalence rising due to aging populations. As cataract surgery transitions to a day surgery model, effective preoperative education becomes essential, particularly for elderly patients who often face anxiety and difficulty understanding medical information. This study assesses the impact of integrating the Teach-back method with traditional preoperative education on anxiety, information needs, and satisfaction in elderly cataract surgery patients.</p> Methods <p>A retrospective cohort study using propensity score matching (PSM) compared the Teach-back plus Traditional Education (TB + TE) group with the Traditional Education (TE) group. Data from 733 patients aged ≥ 60&#xa0;years who underwent cataract day surgery between 2020 and 2024 were analyzed. Primary outcomes included preoperative anxiety (measured by the APAIS-Anxiety and VAS-A scales). Secondary outcomes included information needs, physiological indicators (heart rate, blood pressure), and satisfaction with education.</p> Results <p>After PSM, 63 patients per group were analyzed. The TB + TE group showed significantly lower preoperative anxiety (APAIS-Anxiety: 5.2 vs. 7.4, <i>P</i> = 0.001; VAS-A: 3.6 vs. 5.1, <i>P</i> = 0.001) and reduced information needs (APAIS-Information Need: 3.2 vs. 4.0, <i>P</i> = 0.015). Patient satisfaction was higher in the TB + TE group (8.6 vs. 7.4, <i>P</i> = 0.003), while physiological parameters showed no significant differences.</p> Conclusion <p>The Teach-back method effectively reduces preoperative anxiety, enhances understanding, and improves satisfaction in elderly cataract patients, offering a valuable approach to patient-centered care, though its impact on physiological indicators is limited.</p>

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Teach-back with traditional preoperative education in elderly patients undergoing day-case cataract surgery: a propensity score-matched analysis

  • 期刊论文

  • 发表日期：

    2025年12月16日

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  • Hongyan Chen,
  • Renqiu Wang,
  • Changqun Zeng,
  • Chun Zhang,
  • Zhuping Xu

摘要

Purpose

Cataracts are a leading cause of vision impairment, with prevalence rising due to aging populations. As cataract surgery transitions to a day surgery model, effective preoperative education becomes essential, particularly for elderly patients who often face anxiety and difficulty understanding medical information. This study assesses the impact of integrating the Teach-back method with traditional preoperative education on anxiety, information needs, and satisfaction in elderly cataract surgery patients.

Methods

A retrospective cohort study using propensity score matching (PSM) compared the Teach-back plus Traditional Education (TB + TE) group with the Traditional Education (TE) group. Data from 733 patients aged ≥ 60 years who underwent cataract day surgery between 2020 and 2024 were analyzed. Primary outcomes included preoperative anxiety (measured by the APAIS-Anxiety and VAS-A scales). Secondary outcomes included information needs, physiological indicators (heart rate, blood pressure), and satisfaction with education.

Results

After PSM, 63 patients per group were analyzed. The TB + TE group showed significantly lower preoperative anxiety (APAIS-Anxiety: 5.2 vs. 7.4, P = 0.001; VAS-A: 3.6 vs. 5.1, P = 0.001) and reduced information needs (APAIS-Information Need: 3.2 vs. 4.0, P = 0.015). Patient satisfaction was higher in the TB + TE group (8.6 vs. 7.4, P = 0.003), while physiological parameters showed no significant differences.

Conclusion

The Teach-back method effectively reduces preoperative anxiety, enhances understanding, and improves satisfaction in elderly cataract patients, offering a valuable approach to patient-centered care, though its impact on physiological indicators is limited.