ABSTRACT
PURPOSE: The aims of the study were to measure satisfaction of patients with a spinal cord injury (SCI) with discharge teaching by nurses and to examine the relationship between their stage of learning readiness and satisfaction. DESIGN: Quasi-experimental. METHOD: Ninety-seven patients were surveyed to determine satisfaction using the Modified Client Satisfaction Tool; nurses determined the stage of learning readiness for patients with SCI using the Olinzock Model. Satisfaction scores were analyzed with ANOVA F and chi-square tests and correlated with learning readiness stage using t tests. FINDINGS: Results showed no relationship between the stage of learning readiness and satisfaction. Patients indicated satisfaction regardless of the stage of learning readiness. Those commenting "nurses don't teach" were significantly less satisfied with self-care teaching. CONCLUSION: The perception of patients with SCI of the role of the nurse as teacher influences satisfaction with discharge teaching by nurses. CLINICAL RELEVANCE: Nurses may need to consider changes in their practice to help patients realize their role as teacher.
Subject(s)
Health Education/standards , Nurses/standards , Patient Satisfaction , Perception , Spinal Cord Injuries/psychology , Adult , Analysis of Variance , Chi-Square Distribution , Female , Health Education/methods , Humans , Male , Middle Aged , Self Care , Surveys and QuestionnairesABSTRACT
Integration of evidence into practice is an essential outcome for baccalaureate nursing students in this era of health care reform. Cultivation of a spirit of inquiry and appreciation for the role of evidence in shaping nursing practice is central to the development of requisite knowledge and skills. A baccalaureate nursing program curricular redesign placed a higher emphasis on evidence-based practice. The evidence-based practice focus of the undergraduate curriculum is a sequence of 3 undergraduate research courses designed to prepare the graduate to identify, locate, read, and critically appraise evidence at the individual study, systematic review, and clinical practice guideline levels. This curriculum lays the foundation for evidence-based practice in the clinical arena and in graduate nursing programs.
Subject(s)
Evidence-Based Practice , Students, Nursing , Curriculum , Humans , Learning , Professional CompetenceABSTRACT
At the University of North Florida School of Nursing, students, faculty, and community partners engage in a long-term relationship with a home-base to address community issues and student learning objectives. Community home-bases can be geographic or programmatic, but they serve as the central place where all of the partners come together and participate in mutually beneficial service-learning activities. The Home-base model addresses the unique integration of this partnership in the undergraduate curriculum, distinguished by the continuity of the student's clinical practice in one place throughout their nursing program. Findings from formative evaluation indicated that students "see the big picture," "shed underlying prejudices," "value upstream approaches," and "make a difference." This article describes the development and structure of the Home-base model, identifies preliminary outcomes, and discusses implications for nursing education.
Subject(s)
Clinical Competence , Community Health Nursing/education , Continuity of Patient Care/organization & administration , Education, Nursing, Baccalaureate/organization & administration , Patient-Centered Care/organization & administration , Students, Nursing , Attitude of Health Personnel , Community Health Nursing/organization & administration , Community Participation , Curriculum , Florida , Focus Groups , Humans , Models, Educational , Models, Nursing , Nursing Education Research , Nursing Methodology Research , Program Development , Program Evaluation , Students, Nursing/psychologyABSTRACT
The University of North Florida School of Nursing used a participatory approach to develop a community-based and community-focused curriculum that engaged students, faculty, and community stakeholders. This Home-base Model evolved over 6 years, building inductively using a continuous quality improvement process. We describe the formative evaluation process, the strategies used to engage the key stakeholders, and identify the benefits leading to the sustainability of the Home-base Model. A plan for external evaluation is in progress, building on existing stakeholder involvement and focusing on outcomes. The development of the Home-base Model is offered as an exemplar of how a participatory approach can build community nursing curricula that are consistent with community-driven agendas.
Subject(s)
Curriculum , Education, Nursing, Baccalaureate , Program Development/methods , Florida , Organizational Case Studies , Schools, NursingABSTRACT
Methods are needed for assessing and facilitating learning readiness for self-direction of care of individuals with spinal cord injury (SCI). With declining length of stay, self-direction of care is a major learning task for patients with permanent disability. A retrospective study of secondary data gathered from 30 nursing records was used to develop the Rehabilitation Learning Readiness Model for Spinal Cord Injury. The framework evolved from Orem's (1995) self-care deficit nursing theory and two self-directed adult learning models (Grow, 1991; Pratt, 1988). Using qualitative methods of analysis, five stages of learning readiness behavior (Dependent, Involvement, Engagement, Self-Initiation, and Self-Direction) and five corresponding nursing roles (Authority, Guide, Motivator, Mentor, and Consultant), emerged. Expert nurses corroborated the clinical significance of the model. The model is proposed as a conceptual paradigm for use by nurses to assess learning readiness challenges experienced by patients with SCI and to improve teaching roles and practices.
