Effectiveness of Video-Assisted Teaching Intervention on Knowledge, Acute Complications, and Anxiety Level for Arrhythmic Patients Undergoing Cardiac Electrophysiology

Background: The Application of Electrophysiology Studies in Diagnosing and Treating a Wide Spectrum of Arrhythmias is Notable. The Emergence of Acute Complications in Arrhythmic Patients Undergoing Cardiac Electrophysiology Studies can have Pivotal Clinical Consequences. Regrettably, the extent of patients' understanding regarding these studies and their potential complications, which may induce anxiety, remains largely unexplored. Consequently, it is imperative that these individuals comprehensively grasp the technical and psychosocial aspects associated with Electrophysiology Studies to alleviate any apprehension. Aim of the study: To determine the effectiveness of video-assisted teaching intervention on knowledge, acute complications, and anxiety levels for arrhythmic patients undergoing cardiac electrophysiology. Research design: A quasi-experimental research design was used to conduct this study (pre‐test and post‐test). Sample: A convenient sample of 50 adult patients with arrhythmia undergoing electrophysiology study was recruited. Setting: This study was conducted in the cardiology department at Sohag University Hospital. Tools used for data collection: Tool I: Patient' assessment structure interview questionnaire which includes two parts; part (1): Personal data and part (2): Medical data, Tool II: Patient's knowledge assessment sheet regarding arrhythmia and cardiac electrophysiology, Tool III: Patient's complications assessment sheet, and Tool IV: Patient' state-trait anxiety level inventory. Results: There was a significant improvement in patients' total knowledge mean scores regarding arrhythmia and cardiac electrophysiology after video-assisted teaching intervention. Also, providing the video-assisted teaching intervention showed a statistically significant difference and reduction in anxiety and acute complications mean scores pre and post-video-assisted teaching intervention at (P < 0.001). Conclusion: Based on the present study findings, it could be concluded that video-assisted teaching intervention had a positive effect on reducing state-trait anxiety levels and acute complications for arrhythmic patients undergoing cardiac electrophysiology. Recommendations: Develop and implement nursing care standards for patients with arrhythmia undergoing cardiac electrophysiology study, Individualized psychological preparation should become a routine part of patient care before electrophysiology, and the application of the current study with more participants in other locations around Egypt to generalize the findings.