Comparison of Perceived Learning Needs Among Patients, Caregivers, and Nurses After Coronary Artery Bypass Grafting: A Mixed‐Methods Study

ABSTRACT Coronary artery bypass grafting (CABG) is a common treatment for coronary heart disease, yet postoperative learning needs are often unmet. To compare the perceived learning needs of patients who underwent CABG, caregivers, and nurses, and to explore reasons behind their top priorities, an explanatory sequential mixed‐methods design was employed. In the quantitative phase, 307 patients, 150 caregivers, and 69 nurses completed the Modified Cardiac Patients Learning Needs Inventory. Group differences were examined with one‐way ANOVA when homogeneity of variances was met and with Welch's ANOVA when it was violated, and robustness to distributional departures was assessed using the Kruskal–Wallis test. Learning needs were ranked by mean scores. The subsequent qualitative phase comprised purposive semi‐structured interviews analyzed using Colaizzi's method, and integration findings was through joint displays. Medication knowledge was the top‐ranked domain among patients, dietary considerations among caregivers, and complications among nurses. The three groups differed significantly in the total score ( p < 0.05). Qualitative findings linked these to medication burden, dietary culture, and risk perception. Perceived learning needs vary by group, underscoring tailored education for patient‐centered recovery.