Nursing literature indicates that patient teaching is an integral role function of the nurse. While some authors suggest that patient teaching is an essential part of nursing care, others argue that ...nurses are not adequately prepared to assume the role of teacher. This study explores the context within which nurses engage in patient teaching, revealing tensions experienced on a day to day basis within the practice setting. The principles of teaching and learning are also explored, raising questions about the extent to which nurses utilize these principles to guide the teaching moment. It is asserted that nurses find it difficult to engage in activities which are pivotal to the provision of quality patient education. Whether this is because they have little awareness or understanding of the principles of education, or whether this is related to the milieu in which teaching takes place, is explored.
This pilot study (N = 20) tested the effects of intravenous midazolam administration on learning retention after pacemaker implantation. Patients were randomized to receive teaching at 1 or 3 hours ...after the last dose of midazolam. Using a standardized teaching format, one of two study nurses performed the teaching that included incision care, activity restrictions, environmental factors potentially affecting pacemaker function, and follow-up requirements. Learning was evaluated by one of the investigators blinded to teaching time. Subjects in the 1-hour group retained significantly less information than those taught at 3 hours after drug administration. Patients taught later answered similar numbers of questions correctly, whereas there was much more variability in correct responses for the group taught earlier. This article reviews the effects of midazolam on memory and learning as well as provides suggestions for alterations in patient education protocols for patients receiving midazolam for pacemaker implantation. The effect of shortened length of stay on care practices is also discussed.
On the spot experiments within healthcare Björgvinsson, Erling; Hillgren, Per-Anders
Participatory Design: Proceedings of the eighth conference on Participatory design: Artful integration: interweaving media, materials and practices - Volume 1; 27-31 July 2004,
07/2004
Conference Proceeding
This paper reports the value of On the Spot Experiments with self-produced content and the use of technology within healthcare. On the Spot Experiments are experiments conducted in the setting of on ...going clinical work and patient care. We begin by relating our work to approaches within ethnography and work place studies which link ethnography and design. Thereafter we describe how we have carried out On the Spot Experiments in two projects where we have explored the possibilities of self-produced learning material. The first project described is within an intensive care unit setting where the staff and designers explored the making of self-produced videos on different procedures and their use in handheld computers. The second project described focuses on patient learning at a hand surgery clinic where we explored the possibilities of individualised video training instructions. In both cases the On the Spot Experiments have shown fruitful results in different aspects of clinical work and how the use of content and technology might affect this work. A key factor has been exploring what relevant content could be. We conclude by outlining some qualities and limits of doing On the Spot Experiments.
Factor analysis isolated 7 subscales: medications, activities of living, feelings related to condition, community and follow-up, treatment and complications, enhancing quality of life and skin care. ...(Abstract amended)
The purpose of the study was to develop a practical tool for easy administration by staff to identify Veteran patients' perceived learning needs. Initial development of the tool was based upon a ...comprehensive literature review, an expert panel review using a modified Delphi Method, and pilot testing of select patients. Two study phases each involved 200 patient interviews from the Department of Veterans Affairs Medical Center in Buffalo, New York. The first phase showed that the tool, the ‘Perceived Health Education Needs Scale’ had strong internal consistency. Exploratory factor analysis suggested one dominant factor of health. Similar results showing strong internal consistency and one dominant factor were found during a second phase. Veteran patients placed importance on a wide range of educational learning needs, independent of their immediate health concerns.
3 groups of Ss (hospitalized psychiatric patients, hospitalized nonpsychiatric patients, and college students) were required to learn 2 classes of paired associates--neutral and aversive by 2 methods ...of presentation of the material: (a) after the traditional presentation of the stimulus word, S was required to anticipate the correct response; (b) S viewed 2 words in the window and had to select the correct one. The results indicated that in general it was much more difficult to learn the "aversive" words than the neutral ones, and hospital patients as a group had more difficulty than the college Ss. However, sensitivity to group differences was enhanced when S was required to use the 2nd rather than the traditional 1st method.
Highlights • Patients interact with a diversity of information, including bodily sensations and events. • Learning during a life-threatening illness includes strong personal drivers. • Patients ...concealed understanding complicates participation in their breast cancer care. • Contemplation and dialogue with staff are requested to facilitate patients learning.
To design, apply, evaluate, and analyse a pedagogical model to enhance nurses' ability to create pedagogical encounters to support patients' learning.
The study relies on an educational design ...research approach. A pedagogical model based on learning theories was designed, applied, evaluated, and analysed in a specialist nursing programme in cancer care. All students (n=28) who attended the programme accepted to participate in the evaluation of the model. Their perception of the learning activities was evaluated in a questionnaire, and 16 (57%) students responded. The students' learning was assessed in written assignments, including all students. Descriptive statistics, content analysis and theoretical reasoning, were used to analyse data and interpret the usefulness and shortcomings of the model.
The most appreciated learning activities were to study learning theories, observe pedagogical encounters, act as a critical friend, and document one's own pedagogical encounters. The written assignments about observing and performing their own pedagogical encounters with patients showed students' increased awareness of how to support patients' learning. The clinical supervisors' lack of pedagogical knowledge inhibited the feedback on students' performances.
The theoretical analysis of the evaluation identified strengths and needs for further development. The strengths tend to be the ongoing learning process created by learning activities supporting students to continuously study, experience, and apply their knowledge. Nurse supervisors and other stakeholders at the clinics are suggested to be involved in improving the design and require pedagogical competence. Further research should include observational and interview studies related to students' performance in pedagogical encounters.
Aims and objectives
To describe the perceived learning needs of Syrian patients who underwent coronary artery bypass graft surgery before hospital discharge and to examine the differences in the mean ...scores of the categories (subscales) of the modified Cardiac Patients Learning Needs Inventory according to the demographic characteristics of the participants.
Background
Knowledge about the learning needs of patients who underwent coronary artery bypass graft surgery can help nurses in coronary care units to provide them with the information that they need. This might improve their quality of life through decreasing complications, length of stay in the hospital and hospital readmissions.
Design
A descriptive design was used for this study.
Methods
A convenience sample of 135 patients participated in this study and completed the demographic form and the modified Cardiac Patients Learning Needs Inventory.
Results
Information about chest and leg wound care, complications, medication and physical activity was the most important learning needs. There were significant differences between patients' perceptions of learning needs and their age, chronic illnesses and their working status.
Conclusion
Syrian patients who underwent coronary artery bypass graft surgery were able to identify their learning needs that should be the focus of nursing practice.
Relevance to clinical practice
Meeting the needs of patients who underwent coronary artery bypass graft surgery should be emphasised in nursing practice. Meeting these needs might enhance their self‐care behaviours.
Knowledge of health care professionals’ different understandings of diabetes care is important when preparing such professionals in patient education. For patients to manage illness effectively, the ...actions of health care professionals are crucial. Patients’ understanding of their condition should be taken as the point of departure when creating a learning situation. The professionals’ understandings of diabetes care were mapped using a survey including 169 primary care doctors, nurses, assistant nurses and chiropodists in Stockholm, Sweden. The responses were analysed using a phenomenographic approach. Five understandings were identified: the professionals treat the patients, the professionals give information, the professionals focus relation and organisation, the professionals seek the patient’s agreement, and the professionals focus the patient’s understanding of the situation. Only 20 (12%) of the 169 professional caregivers focused the patient’s understanding. Professionals need to develop their understandings of health care and the professional–patient interaction in order to support the patients’ learning.
