This two-group pretest-posttest quasi-experimental study was done in 2013 on 40 patients, who had undergone CABG at Ali Ebn-e Abitaleb teaching hospital, Zahedan, Iran. Sampling was done purposively. Patients were included if they had undergone CABG one year to three months before the study, were aged 35 to 75 years, had been treated with a cardiopulmonary machine during CABG, had no previous history of cardiac surgeries or known mental disorders, received no anxiolytic or psychoanalytic agents, had not experienced any unusual postoperative stressful events (such as returning to the operating room), were able to understand and speak Persian, and lived in Sistan and Baluchistan province, Iran. Patients, who opted for withdrawing from the study, were excluded and replaced by other eligible patients. Initially, the aim of the study was fully explained to the participants and their written consent was secured. Then, they were randomly allocated to the experimental and the control groups.
The data collection tool consisted of a demographic questionnaire and the Persian version of short form 36 QOL questionnaire (SF-36). The American association of cardiovascular and pulmonary rehabilitation approved the use of SF-36 for QOL assessment. The SF-36 is the most commonly used and the most comprehensive standardized QOL assessment instrument. It comprises of 36 questions in eight main components including general health (six questions), physical health (ten questions), mental health (six items), social functioning (two questions), bodily pain (two questions), role limitations due to physical health (four questions), role limitations due to emotional problems (three questions), and vitality (three questions) (
21). This questionnaire has been trans-culturally adapted and validated for the Iranian context. Montazeri et al. (2006) developed and validated the Persian version of SF-36 and reported that it has satisfactory validity and reliability (
22). The questions of the SF-36 are scored on a five-point Likert-type scale from one to five (which stand for excellent, very good, good, relatively bad, and bad, respectively). The one to five metric scoring of each question was changed to 0 - 100 scoring and then, the scores of the questions were added together and divided by the total number of questions, therefore, scores of 0 and 100 represent the lowest and the highest possible level of each domain of SF-36 (
22).
Before implementing CR educational program, all patients in both study groups completed the demographic questionnaire and the SF-36. Data collection for patients with low literacy level was performed through interviewing them. Then, the CR educational program was implemented for the patients in the experimental group during six 1.5-hour sessions in three subsequent weeks, two sessions a week. Initially, patients’ educational needs were assessed and included in the educational program. The needs were mainly related to the improvement of QOL and the modification of risk factors. Education sessions were conducted by the first author and through adopting a lecture, question-and-answer, and group discussion teaching methods as well as using teaching aids such as pamphlets and booklets. Educational sessions were mainly related to the anatomy and physiology of the heart, the process of CABG, CVD etiology and risk factors, CVD prevention strategies, lifestyle modifications, prevention of CABG complications, post-CABG permitted level of physical and sexual activities, dietary regimen, medications, smoking, and travelling. In order to clarify any probable ambiguities and answer their questions, we kept contact with the participants by telephone during the study. The participants were asked to refer to the study setting one month after the intervention in order to recomplete the SF-36. As an ethical practice, we also provided the patients in the control group with the same educational sessions, which had been provided for their counterparts in the experimental group. Educations for the patients in the control group were provided in four sessions, which were held after the posttest. Moreover, they were provided with an educational pamphlet and booklet.
The study data were entered into the SPSS (v. 15.0) software. Descriptive statistics was used to describe the data while they were analyzed by running repeated measure analysis of variance (ANOVA), paired- and the independent-sample t, one-way ANOVA, and Tukey’s post-hoc statistical tests. The level of significance was set at 0.05.