Educational expectations and needs of individuals scheduled for breast surgery within the Primary Nursing Model: a qualitative study
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Background
A diagnosis of breast cancer may represent a potentially destabilizing event, with significant physical, psychological, and social implications. Individuals scheduled for breast surgery require clear, understandable, and personalized information to prepare for surgery and manage the postoperative period. However, a discrepancy may arise between perceived informational needs and the information actually received. The Primary Nursing model, based on continuity of care and the presence of a designated primary nurse, may promote greater personalization of nurse-led patient education.
Aim
To explore the experiences of individuals scheduled for breast surgery in relation to the nurse-led patient education received throughout the perioperative pathway, in order to understand their educational expectations, informational needs, and perceptions of the usefulness of the educational interventions provided within the Primary Nursing model.
Design
A qualitative study with a phenomenological orientation.
Methods
The study will be conducted at the European Institute of Oncology. Participants will be recruited through convenience sampling among individuals diagnosed with breast cancer who have undergone surgery and received the nurse-led discharge education routinely provided. Approximately 20 participants are expected to be enrolled; the final sample size will be determined according to the principle of data saturation. Data will be collected through semi-structured interviews conducted approximately two weeks after discharge by a member of the research team who is not involved in the participants’ clinical care. The interviews, lasting approximately 30–40 minutes, will be audio-recorded with prior consent, transcribed verbatim, and assigned a sequential identification code. Sociodemographic data and clinical information extracted from the medical records will also be collected. The transcripts will be analyzed using thematic analysis according to Braun and Clarke, with a phenomenological orientation.
Expected contribution
The study may contribute to understanding potential discrepancies between educational expectations, informational needs, and the perceived usefulness of the information received, thereby informing clinical practice toward personalized educational interventions consistent with continuity of care.
