Postpartum Patient Teaching Success: Implications from Nursing and Patient Perspectives

Autor/in	Day, Dawn
Titel	Postpartum Patient Teaching Success: Implications from Nursing and Patient Perspectives
Quelle	(2014), (221 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-7461-8
Schlagwörter	Hochschulschrift; Dissertation; Patients; Attitudes; Mixed Methods Research; Nurses; Surveys; Satisfaction; Teaching Methods; Professional Development; Statistical Analysis; Observation; Hospitals; Urban Areas; Nursing Education; Infants; Birth; Mothers; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Patient; Attitude; Einstellung; Verhalten; Survey; Umfrage; Befragung; Zufriedenheit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Beobachtung; Krankengymnast; Krankenhaus; Urban area; Stadtregion; Pflegepädagogik; Infant; Toddler; Toddlers; Kleinkind; Geburt; Mother; Mutter; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	A recent examination of postpartum patient satisfaction scores in an inner-city hospital revealed decreased satisfaction of discharge teaching practices. Guided by Knowles' model of andragogy and Donabedian's model of structure-process-outcome, the purpose of this study was to gain an understanding of how the structure and process of discharge teaching practices impact successful postpartum teaching. This mixed-method, concurrent study examined the structure, process, and outcome of postpartum patient discharge teaching practices. A convenience sample was used to obtain 138 patient surveys, observations of 15 nurses completing discharge teaching, and 15 face-to-face patient interviews. Data analysis included the use of Spearman's rho, ANOVA, and independent t test. Results indicated a positive correlation between the outcome of patient learning experiences and the structure and process of patient teaching practices. Data showed that specific areas of patient concerns were evident, including nurse availability, timing of teaching, teaching strategies, individualization of teaching plan, and inconsistencies in material content. Recommendations included developing a specific protocol for effective patient teaching strategies. A professional development program was created to educate nurses about adult learning principles and effective patient teaching strategies. Social change may be promoted through this program as nurses learn to create individualized learning experiences for adult postpartum patients, empowering them with knowledge and abilities for self-care. Patient satisfaction may improve, and societal growth may be evident as people share positive health practices in local communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01