Background: Hysterectomy is the second most common surgery among women after caesarean section and often results in sudden menopause, affecting their physical and psychosocial well-being. Preoperative education may help women prepare mentally and physically for surgery, thereby improving postoperative recovery. This study aimed to evaluate the effectiveness of a preoperative teaching protocol on short- and long-term postoperative outcomes among women undergoing hysterectomy in Tamil Nadu, India.

Methods: A quasi-experimental study was conducted at Government Mohan Kumaramangalam Medical College Hospital, Salem, with 279 participants (experimental group: 184; control group: 95) selected through convenience sampling. The experimental group received a structured preoperative teaching protocol in three phases: before surgery, at discharge, and two months post-surgery. The control group received routine care. Outcomes were assessed using standardised tools for pain (Numerical rating Scale, Brief Pain Inventory), anxiety (STAI), depression (BDI-II), sexual function(SFQ), and quality of life (WHO-QOL-BREF). Postoperative complications and aftereffect symptoms were monitored up to four months post-surgery.

Results: Women who received preoperative teaching showed significant improvements in several postoperative parameters. Inspiratory capacity increased (p<0.001), and ambulation occurred earlier (30.3 hours vs. 41.6 hours; p<0.001). Pain intensity, severity, interference, anxiety, and depression were significantly lower in the experimental group (p<0.001). Quality of life improved in physical and psychological domains (p<0.01), though social relationships showed a slight decline. Sexual function declined postoperatively in both groups, with no significant intergroup difference (p>0.05). Early postoperative complications such as constipation and urinary tract infection were significantly fewer in the experimental group (p<0.01). Common aftereffects included fatigue, sleep disturbance, and decreased libido. Anxiety, depression, sexual function, and quality of life were positively correlated (p<0.01).

Conclusion: The preoperative teaching protocol demonstrated effectiveness in enhancing both short- and long-term postoperative outcomes by improving respiratory capacity, reducing pain, anxiety, and depression, and enhancing quality of life. Implementing structured preoperative education for women undergoing hysterectomy is a simple, cost-effective intervention that promotes faster recovery and better postoperative adaptation.

Thilagavathi K is an Assistant Professor and Program Chair of Nursing at the College of Health Sciences, University of Buraimi, Oman. She holds a PhD in Obstetrics & Gynaecology Nursing from RGUHS, India, and has over 30 years of experience in nursing education, leadership, and clinical practice across Oman, Saudi Arabia, and India. She has published more than 20 research articles, authored the book Advanced Nursing Assessment and Diagnosis (2024), Nursing Research: Generating And Assuring Evidence For Nursing Practice Nursing Research (2024) and continued to conduct research in areas including caregiver burden, Thalassemia, AI in education, menopause, and musculoskeletal disorders. She also serves as a PhD thesis examiner, Editor-in-Chief of the International Journal of Interdisciplinary Nursing Science, and a plenary speaker at international conferences. She has filed two health-related patents, reflecting her commitment to innovation in women’s health.