Integrating patient teaching into bedside patient care: A participant-observation study
A fact in healthcare was that patients were being discharged from hospitals quickly, requiring that they continued complex treatments at home. Nurses were encouraged to use "every teachable moment" while providing bedside care. Time, teaching materials, knowledge, and patient interest were, however, identified as major obstacles to patient teaching.^ A limitation in the literature base was that few studies examined how nurses used "every teachable moment" to teach patients. Therefore, this study explored and described the nature of integrated patient teaching, how this approach to teaching emerged in nurses, and factors that influenced its' delivery.^ A three-phase fieldwork method, conducted over 12 months, was used to answer the research questions. Participant-observation and a focus group session were used to gather the data. Three experienced registered nurses working on the oncology unit of an acute care community hospital served as informants.^ Data were gathered from perspectives that included different patients, different times, different patient teams, and different patient units. Data analysis proceeded throughout the data collection period, and emphasized descriptions of people, materials, and events. Critical attributes and patterns of observed teaching events were described.^ Findings showed that nurses perceived a responsibility to teach, but thought patients were overwhelmed. Teaching interventions were delivered within a fast-paced context, in one to five-minute time frames. Teaching was directed primarily toward patients and their current treatments. Teaching content was routine in nature, with limited assessment for additional learning needs. Factual information was stressed, and psychomotor skills were taught when needed.^ Variables that appeared to be related to the emergence of this approach to teaching included basic nursing education preparation, clear expectations of managers, experience in nursing, and knowledge of patient learning needs and teaching content. Availability of teaching tools, and staff participation in program development also were important.^ Major incentives included expectations of others and available teaching tools. Major barriers included lack of knowledge, inadequate time, ineffective teaching tools, and poor communication. ^
Health Sciences, Nursing|Education, Health|Health Sciences, Health Care Management
Elaine Doris Barber,
"Integrating patient teaching into bedside patient care: A participant-observation study"
Dissertations and Master's Theses (Campus Access).