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This study aimed to determine the discharge learning needs of patients undergoing cardiac surgery and to identify sociodemographic and clinical factors associated with these needs.
A descriptive, cross-sectional study.
This study was conducted among 130 adults who had undergone cardiac surgery in a public hospital in western Türkiye between 15 January and 30 August 2025. Data were collected at hospital discharge using a patient information form and the Patient Learning Needs Scale (PLNS), which measures learning needs across seven domains. Descriptive statistics, independent-samples t-tests, and multiple linear regression analysis were used to examine associations between patient characteristics and PLNS scores.
Overall learning needs were moderately high (mean total PLNS score 183.65 ± 25.25). Treatment and complications (35.62 ± 5.04) and activities of daily living (32.92 ± 6.19) were the highest-priority domains. These were followed by enhancing quality of life (31.77 ± 4.71) and medications (31.13 ± 5.09), while the feelings-related-to-condition domain had the lowest importance (15.54 ± 3.99). Female patients reported significantly higher total PLNS scores than males (190.43 ± 25.36 vs. 177.65 ± 23.74, p = 0.002). In multivariable analysis, male gender (B = −15.27, p < 0.001) and lack of health insurance (B = −17.71, p = 0.004) were independently associated with lower total PLNS scores.
Patients undergoing cardiac surgery have important discharge learning needs that vary according to gender, education, employment status and insurance coverage. Systematic assessment of learning needs can help nurses design individualized, patient-centred discharge education to support safer recovery.
This study highlights the importance of systematically assessing discharge learning needs among patients undergoing cardiac surgery. Understanding individual learning priorities enables nurses to tailor discharge education, address potential gaps in self-care knowledge, and enhance continuity of care during the transition from hospital to home. Incorporating structured learning needs assessments into routine discharge planning may support safer recovery, improve adherence to postoperative recommendations, and reduce preventable complications.
This study was reported in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines.
Patients were involved in the study by completing study questionnaires at the time of hospital discharge. However, patients or members of the public were not involved in the study design, analysis, interpretation of data, or preparation of the manuscript.
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