Background: Patients’ recovery from surgery differs when they are in a hospital setting or at home. However, an often forgotten aspect of post-operative ambulatory care is the patients' recovery at home following ambulatory surgery.Aim: To explore and describe the patients’ experiences of recovery at home following the ambulatory surgery procedure.Method: A systematic review of 7 qualitative studies in English with pre-specified criteria was conducted. An overview of qualitative evidence derived from the 17 identified main themes across the 7 primary studies was analyzed.Result: Seven thematic analysis themes were identified as being core to the patients’ experience during recovery process at home: physical symptoms, a period of regaining pre-operative functions, psychological effects, the surgical wound, delayed recovery process, social support, and the sick-role condition.. These seven themes were described patient's experiences at home following ambulatory surgery from early stage of recovery to the time of getting back to normal life.Conclusion: Recovery at home following ambulatory surgery seemed to be challenging, a quality self-care at home was lacking in the form having full control and knowledge about symptoms; adequate information, education and medication during self-care management; sufficient support by carer and nurses; and enough time-off for recovery.

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The available literature supports the fact that some students experience difficulty learning object-oriented design (OOD) principles. Previously explored predictors of OOD learning difficulties include student characteristics (cognitive activities, self-efficacy), teaching methodologies (teacher centered, course complexity), and student experiences (prior programming experience). Yet, within an extensive body of literature devoted to OOD, two explanations of student difficulty remain largely unexplored: (1) varying conceptualizations of the underlying principles/strategies of OOD, and (2) preparedness or readiness to learn OOD. This research also investigated the extent to which individual differences impacted DRAS and OOD performance. The individual difference measures of interest in this study included college grade point average, prior programming experience, cognitive abilities (spatial orientation, visualization, logical reasoning, flexibility, perceptual style), and design readiness. In addition, OOD performance was measured using two constructs: course grade (exams, labs, programs, overall), and a specially constructed design task. Participants selected from the CS2 course from two southeastern state universities were used within this study, resulting in a sample size of 161 (School A, n = 76; School B, n = 85). School A is a mid-sized comprehensive university and School B is a large research-intensive university. If was found that the schools significantly differed on all measures of prior computer science experience and cognitive abilities. Path analysis was conducted to determine which individual differences were related to design readiness and OOD performance. In summary, this research identified that instructors can not ignore individual differences when teaching OOD. It was found that the cognitive ability visualization, prior OO experience, and overall college grade point average should be considered when teaching OOD. As it stands, without identifying specific teaching strategies used at the schools within this study, this research implies that OOD may require a certain level of practical computer experience before OOD is introduced into the curriculum. The cognitive ability visualization was found to have a significant indirect relationship with overall course grade through the mediating variable design readiness. Further, the results suggest that the DRAS may serve as a viable instrument in identifying successful OOD students as well as students that require supplemental OOD instruction. / Ph. D.

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