Patients' and caregivers' self-perceived stroke education needs in inpatient rehabilitation

Background: Identifying patients' and caregivers' learning needs and perspectives on provided education activities is vital for the development of effective education in rehabilitation, yet it may not be deemed important. This study explored the stroke education perspectives in a Canadian rehabilitation centre to illustrate one approach for addressing this problem. Methods: This qualitative description study was overlaid by phenomenology; in-depth interviews were transcribed then analysed using a foundational thematic analysis approach. The concepts of reflexivity and credibility were employed to enhance trustworthiness. Findings: Three patients and three caregivers were interviewed. Conveyed education focuses included secondary prevention, rate of recovery, knowledge collection, adherence to home programmes, transition to home, and personal responses to caregiving. Client-centred education, including providing personally relevant exercises, facilitating interaction with other patients, and incorporating print materials, trial discharges, and technology, empowered patients and caregivers to benefit from 'teachable moments'. Conclusions: If education programmes are to achieve expected outcomes, input from targeted learners about their learning needs and the effectiveness of received education programmes is essential. Qualitative description is one approach for gathering information which can yield valuable insights for those designing education programmes and contribute to improved patient-centred care and rehabilitation outcomes.