Navigating the early post-stroke transition: dyadic experiences of a nurse-led remote support and Education Program

Abstract Introduction The period immediately following hospital discharge after stroke represents a critical transition for survivor–caregiver dyads, who must confront physical limitations, emotional distress, and uncertainty about care management. Within fragmented healthcare systems, these multidimensional needs are often only partially addressed. Remote educational and supportive interventions show promise, yet their ability to target the dyad as a shared unit of care remains underexplored. A nurse-led program combining remote education and ongoing support may help bridge this gap. Aim To explore the experiences of stroke survivor–caregiver dyads involved in a nurse-coordinated remote support and educational intervention during the first month after discharge. Methods A qualitative phenomenological study was conducted using Cohen’s methodological approach. Fourteen dyads participated in a structured program including educational videos, written materials, and weekly remote follow-up provided by a coordinating nurse. One month after discharge, in-depth open-ended interviews were conducted. Data were thematically analyzed by two independent researchers, with triangulation and participant validation ensuring rigor. Results Two themes emerged: (1) Living the post-stroke transition, characterized by increased illness awareness, emotional vulnerability, and difficulty resuming daily life; and (2) Remote support addressing dyadic needs, highlighting improved accessibility, psychological reassurance, and disability management. The program fostered shared dyadic capability. A paradoxical relational shift also emerged, with the nurse perceived as a primary emotional reference. Conclusion Nurse-led remote support may effectively address early post-stroke dyadic needs while reshaping perceived sources of support during transitional care.