Relevant bibliographies by topics / Teaching Nurses' Instruction

Academic literature on the topic 'Teaching Nurses' Instruction'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teaching Nurses' Instruction.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Teaching Nurses' Instruction"

1

Wagner, Debra L., Mary Bear, and Nangela S. Davidson. "Measuring Patient Satisfaction With Postpartum Teaching Methods Used by Nurses Within the Interaction Model of Client Health Behavior." Research and Theory for Nursing Practice 25, no. 3 (2011): 176–90. http://dx.doi.org/10.1891/1541-6577.25.3.176.

Full text
Abstract:
The purpose of this study was to determine the relationship between new mothers’ interaction with nurses using different teaching methods to provide postpartum discharge teaching and their satisfaction with nursing care. Cox’s Interaction Model of Client Health Behavior (IMCHB) provided the framework for this study. This study used a quasi-experimental posttest design with two groups to examine patient satisfaction with different teaching methods used by nurses to provide postpartum education. The Modified Client Satisfaction Tool measured satisfaction with discharge teaching. Data were analyzed with descriptive statistics, chi-square, Kendall’s tau, and Mann-Whitney U tests. The data showed high satisfaction scores for new mothers receiving both methods of discharge teaching, indicating that new mothers who received the traditional method of discharge instruction provided by nurses were just as satisfied as those who received the demonstration/return demonstration method of discharge instructions provided by nurses. Providing individualized care, based on the expressed needs of the patient, was demonstrated in this study to result in high satisfaction with nursing care using both methods of providing postpartum discharge teaching.
APA, Harvard, Vancouver, ISO, and other styles
2

Drapek, Lorraine C., Karen Driskill, Natasha Pinheiro, Ronald Harris, Renuka Iyer, and Susan Acquisto. "QIM19-126: NCCN Member Institution Patient Education and Teaching for Biliary Stents and Drains." Journal of the National Comprehensive Cancer Network 17, no. 3.5 (March 8, 2019): QIM19–126. http://dx.doi.org/10.6004/jnccn.2018.7145.

Full text
Abstract:
Background: Biliary obstruction often occurs with hepatobiliary cancers. Treatment consists of internal biliary stents or external biliary drains. Patient education regarding signs and symptoms of cholangitis, change of stents, or care of biliary drains is both critical and challenging. The Nursing Advisory Board of the Cholangiocarcinoma Foundation (CCF) found patient questions regarding stents and drains posted on the CCF website. Quality of life is impacted by treatment complications as well as lack of knowledge regarding living with stents or drains. Aim: To compare stent and biliary drain patient education practices of NCCN Member Institutions across the United States. Methods: A 40 item information survey was sent to the NCCN Member Institutions by email. Intended respondents were nursing or health professionals who provided patient instruction regarding biliary stents drains. The survey was sent to interventional radiology and endoscopy departments. It included questions regarding demographics of respondents, patient education and instructions, supplies provided, signs and symptoms to be reported, and follow-up appointments. Results: There were 26 survey responses. Of the 26 responses, 23 responses were complete. Patient education regarding stents or drains was predominantly completed by registered nurses (74%), or nurse practitioners (26%). The largest number of respondents practiced in interventional radiology (52%), endoscopy (13%), and other (30%), which included gastroenterology, or surgery. Verbal and written instructions were provided by 87% of NCCN centers. There was variation in survey responses regarding biliary drains. Survey responses regarding biliary stents were more cohesive. A schedule for stent change was provided by 75% of NCCN Member Institutions, although there was variation on length of time between stent exchanges. The majority of patients at these institutions receive education regarding signs and symptoms to report (95%). Conclusion: Discharge instructions to patients with external drains are inconsistent. Although there is some agreement among NCCN Member Institutions, the schedules for stent change vary. Patient education and instruction is predominantly provided by nurses and NPs. The importance of teaching signs and symptoms to report is evident in this sample. Standardized patient instructions post stents or external biliary drains may enable patients to care for drains and will help nurses and NPs reinforce consistent education.
APA, Harvard, Vancouver, ISO, and other styles
3

Kok, Ayse. "The Use of Object-oriented Social Environments for Social Work." Journal of Communications Technology, Electronics and Computer Science 1 (October 22, 2015): 12. http://dx.doi.org/10.22385/jctecs.v1i0.9.

Full text
Abstract:
This article documents the design and pilot delivery of a computer-mediated baby welfare practice course founded on constructivist instructional principles. It was created by Family Nurse Partnership (FNP)- part of the National Health Services (NHS) in UK in 2015.Offered to healthcare practitioners via the Internet using web-based tools and resources, the course expanded access to the baby welfare specialization option for nurses working for FNP. The article examines emerging teaching and learning options across major components of online course development and delivery. After providing a contextual background, constructivist instructional design theory is summarized, and a rationale for adopting this approach is discussed. This is followed by a brief report on the findings of the formative evaluation of the pilot delivery. Finally, the evolving underpinnings of online instruction are considered, including shifts in the roles of learners and instructors and the role of pedagogy in an evolving educational paradigm.
APA, Harvard, Vancouver, ISO, and other styles
4

Diekema, Anne R., Elizabeth (Betsy) S. Hopkins, Brandon Patterson, and Nena Schvaneveldt. "Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs." Evidence Based Library and Information Practice 14, no. 4 (December 13, 2019): 72–102. http://dx.doi.org/10.18438/eblip29588.

Full text
Abstract:
Abstract Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their education could have better prepared them to find and evaluate information in the workplace? Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States. Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking. Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Staveski, Sandra L., V. P. Parveen, Sai B. Madathil, Susan Kools, and Linda S. Franck. "Parent education discharge instruction program for care of children at home after cardiac surgery in Southern India." Cardiology in the Young 26, no. 6 (November 17, 2015): 1213–20. http://dx.doi.org/10.1017/s1047951115002462.

Full text
Abstract:
AbstractIntroductionIn many developing countries, children with CHD are now receiving surgical repair or palliation for their complex medical condition. Consequently, parents require more in-depth discharge education programmes to enable them to recognise complications and manage their children’s care after hospital discharge. This investigation evaluated the effectiveness of a structured nurse-led parent discharge teaching programme on nurse, parent, and child outcomes in India.Materials and methodsA quasi-experimental investigation compared nurse and parent home care knowledge before and at two time points after the parent education discharge instruction program’s implementation. Child surgical-site infections and hospital costs were compared for 6 months before and after the discharge programme’s implementation.ResultsBoth nurses (n=63) and parents (n=68) participated in this study. Records of 195 children who had undergone cardiac surgery were reviewed. Nurses had a high-level baseline home care knowledge that increased immediately after the discharge programme’s implementation (T1=24.4±2.89; T2=27.4±1.55; p<0.005; 30 point scale), but decreased to near baseline (T3=23.8±3.4; ns) 4 months after the programme’s implementation. Nurse teaching documentation increased by 56% after the programme’s implementation. Parent knowledge scores increased from 1.76±1.4 for Cohort 1 to 3.68±0.852 for Cohort 2 (p<0.005; 0–4 scale) after the discharge programme’s implementation. Surgical-site infections decreased from 27% in Cohort 1 to 2% in Cohort 2 (p>0.05) after the programme’s implementation.ConclusionNurse, parent, and child outcomes were improved after implementation of the structured nurse-led parent discharge programme for parents in India. Structured nurse-led parent discharge programmes may help prepare parents to provide better home care for their children after cardiac surgery. Further investigation of causality and influencing factors is warranted.
APA, Harvard, Vancouver, ISO, and other styles
6

Carter, Thomas, Chris Conrad, J. Link Wilson, and Godwin Dogbey. "Ultrasound Guided Intravenous Access by Nursing versus Resident Staff in a Community Based Teaching Hospital: A “Noninferiority” Trial." Emergency Medicine International 2015 (2015): 1–4. http://dx.doi.org/10.1155/2015/563139.

Full text
Abstract:
Objectives. Ultrasound (US) guidance is a safe and effective method for peripheral intravenous (IV) catheter placement. However, no studies have directly compared the success rate of emergency medicine (EM) residents and nurses at using this technique especially in community hospital settings. This prospective “noninferiority” study sought to demonstrate that nursing staff are at least as successful as EM residents at placing US guided IVs.Methods. A group of 5 EM residents and 11 nurse volunteers with at least two years’ experience underwent training sessions in hands-on practice and didactic instruction with prospective follow-up. Two failed attempts on a patient using standard approach by an emergency department (ED) nurse were deemed to be “difficult sticks” and randomly assigned to either a nurse or resident, based on the day they presented.Results. A total of 90 attempts, consisting of trials on 90 patients, were recorded with a success rate of 85% and 86% for residents and nurses, respectively. With apvalue of .305, there was no statistically significant difference in the success rate between the residents and nurses.Conclusion. Properly trained nursing staff can be as equally successful as EM residents in placing US guided intravenous lines.
APA, Harvard, Vancouver, ISO, and other styles
7

Fusner, Stacy, and Bernadette Mazurek Melnyk. "Dedicated Education Units: A Unique Evaluation." Journal of Doctoral Nursing Practice 12, no. 1 (April 1, 2019): 102–10. http://dx.doi.org/10.1891/2380-9418.12.1.102.

Full text
Abstract:
BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.
APA, Harvard, Vancouver, ISO, and other styles
8

Heller, Kathryn Wolff, and Jennifer Tumlin. "Using Expanded Individualized Health Care Plans to Assist Teachers of Students With Complex Health Care Needs." Journal of School Nursing 20, no. 3 (June 2004): 150–60. http://dx.doi.org/10.1177/10598405040200030501.

Full text
Abstract:
As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.
APA, Harvard, Vancouver, ISO, and other styles
9

Staveski, Sandra L., V. P. Parveen, Sai B. Madathil, Susan Kools, and Linda S. Franck. "Nurse and parent perceptions associated with the Parent Education Discharge Instruction Programme in southern India." Cardiology in the Young 26, no. 6 (October 12, 2015): 1168–75. http://dx.doi.org/10.1017/s1047951115002164.

Full text
Abstract:
AbstractIntroductionParents of children with CHD require home care knowledge in order to ensure their child’s health and safety, but there has been no research on how to achieve this in a resource-constrained environment. The aim of this investigation was to compare parent and nurse perceptions of parent readiness for discharge after a structured nurse-led parent discharge teaching programme in India.Materials and methodsA pre-post design was used to compare parent and nurse perceptions of parental uncertainty and readiness for hospital discharge before and after introduction of the parent education discharge instruction programme in a paediatric cardiac surgery unit.ResultsParents (n=68) and nurses (n=63) participated in this study. After the discharge programme implementation, parents had less uncertainty (M=93.3 SD=10.7 versus M=83.6 SD=4.9, p=0.001) and ambiguity (M=40.8 SD=6.8 versus M=33.4 SD=3.7, p=0.001) about their child’s illness; however, they rated themselves as being less able to cope with the transition to home (M=24.3 SD=4.1 versus 23.1 SD=2.2, p=0.001) and as having less support at home than that required (M=31.5 SD=9.9 versus 30.9 SD=3.2, p=0.001). Parents’ and nurses’ perception of parental readiness for hospital discharge were more closely aligned after implementation of a nurse-led discharge programme (r=0.81, p=0.001).ConclusionThe results of this study suggest that the discharge programme had positive and negative effects on parental perceptions of uncertainty and readiness for discharge. Further examination is warranted to delineate these influences and to design methods for supporting parents during the transition to home care.
APA, Harvard, Vancouver, ISO, and other styles
10

Wong Quiles, Chris Ivette, Marc A. Schwartz, Riley M. Mahan, and Amy Billett. "Value of central line care teaching for families of pediatric oncology patients." Journal of Clinical Oncology 35, no. 8_suppl (March 10, 2017): 60. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.60.

Full text
Abstract:
60 Background: Pediatric oncology care depends on central lines (CLs) in both outpatient and inpatient settings. Although inpatient implementation of CL maintenance bundles has been achieved, little attention has focused on families who care for CLs at home. Families are expected to follow best practice, but most have no prior experience or medical background. We sought to understand the comfort level and knowledge of families caring for external CLs at home and the value of our program’s existing teaching strategies, prior to an improvement initiative. Methods: Families caring for children with new and existing external CLs at home from May 2015-May 2016 were eligible for a survey and approached during outpatient visits if their primary team agreed. Using Likert scales, families were asked to assess their current comfort level with CL care, evaluate existing teaching strategies (instructional sheets; hands-on teaching by program nurses, and by home health nurses), and comment on other potentially helpful strategies. Five content questions regarding CL care were included to evaluate knowledge. Results: 80 of 82 (97.6%) families approached completed the survey. 70% had a CL in place for > 60 days. 46.3% felt "very comfortable" performing CL care, 42.5% were "comfortable", and 11.2% were "sort of or not comfortable". Only 17.5% of families found instruction sheets indispensable. Hands-on teaching was indispensable for 51.3% of families; 1.3% responded that teaching was not performed. 27.5% of families found hands-on teaching by home health nurses indispensable, but 22.5% had not received this. 98% of content questions were answered correctly. Other helpful strategies concentrated on 3 themes: standardization of educational content, increased opportunity for hands-on practice, and cognitive aids (e.g. a checklist) for CL care. Conclusions: A minority of families feel the highest level of comfort with CL care at home even after months of experience. Improvement opportunities and gaps in CL care teaching strategies are prevalent. To help support families caring for CLs at home and ensure adherence to best practice, programs should engage families to better understand their needs and develop solutions to meet them.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Teaching Nurses' Instruction"

1

Wright, Mary Annette Hess. "Staff nurses' level of diabetes and diabetes management knowledge after a diabetes lecture-based and computer-based educational intervention." Thesis, Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/wright.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Louw, Celeste. "Registered professional nurses experiences of computer-assisted learning in a private healthcare organisation." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96900.

Full text
Abstract:
Thesis (MCur)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was to explore the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation. The research question was: “What are the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation?” The following objectives were set to:  Explore the experiences of registered professional nurses in computer-assisted learning related to o Organisational support o Human interaction o Programme design o Computer literacy A qualitative approach with a descriptive, exploratory design was applied. A purposive sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A pre-test was completed. Ethical principles were adhered to. A semi structured interview guide based on the objectives of the study was developed by the researcher and validated by a panel of experts in research methodology and nursing education. Data was collected in the form of individual interviews and a demographic questionnaire by the researcher and one research assistant. Content analysis was applied to analyse the data, with six themes emerging. These were access, opportunity, applied support, programme content and design, social learning and computers. The findings demonstrated that registered professional nurses experienced inadequate access and opportunity to computer-assisted learning activities. The lack of computer literacy and human interaction affected the learning experience of some, but not all participants. Technical problems and disturbances in the learning environment were major contributors to the negative experiences in computer-assisted learning. Positive experiences included the convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study. Recommendations were to provide intranet access at work and home, internet access at work and also formalised opportunity to complete computer-assisted learning activities. Technical problems should be minimised. Learning environments should be separate from work environments.
AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele verpleegkundiges. Die doel van die studie was om die ervaringe van geregistreerde professionele verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg organisasie?” Die volgende doelwitte was gestel om:  Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde leer te ondersoek in verband met o Organisasie ondersteuning o Menslike interaksie o Program ontwerp o Rekenaargeletterdheid ’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en verpleegonderrig. Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid, toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars. Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het. Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde rekenaar-ondersteunde leer aktiwiteite. Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi. Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te wees van werksomgewings.
APA, Harvard, Vancouver, ISO, and other styles
3

Seal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.

Full text
Abstract:
This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and to the processes of instruction. This results in the participant RN being left to his own devices to achieve mastery. Heuristic findings demonstrated the effect on the participant RN - feelings of frustration, resentment, fear, lack of confidence, and apprehension which in sum outweigh feelings of accomplishment and yield a compulsion to leave critical care practice. Discussion includes implications of findings and results, recommendations for the ECCO program improvement, and concludes with suggestions for future research.
APA, Harvard, Vancouver, ISO, and other styles
4

Biehler, Barbara Ann Rhodes Dent. "Using instructional design to resolve a problem in teaching ethics to baccalaureate nursing students." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705737.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 20, 2005. Dissertation Committee: Dent Rhodes (chair), Rodney Riegle, Julie Gowen, Normand Madore. Includes bibliographical references (leaves 209-217) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
5

Purdue, Jeannetta A. "The effects of two methods of preoperative instruction : traditional and traditional plus nurse teaching-coaching on anxiety in two groups of surgical patients." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834512.

Full text
Abstract:
Patient education has become more important in decreasing patient anxiety about surgery. The purpose of this study was to examine the effects of two methods of teaching instruction on 2 groups of surgical patients (25 in each group): traditional (film and interview) and traditional plus nurse teaching-coaching on anxiety scores on two groups of surgical patients. Sister Callista Roy's Adaptation Model (1984) was the conceptual framework for this study.The research questions are a) "Are there significant differences between preoperative and postoperative scores on State Anxiety between two groups of surgical patients using two methods of preoperative instruction: traditional preoperative teaching and traditional preoperative teaching plus nurse teaching-coaching interventions" and b) "Are there significant differences in pre- and postanxiety scores of men and women?"State anxiety was measured by Form Y-1 of the State-Trait Anxiety Inventory by Speilberger, Gorsuch, & Lushene (1983). The nurse teaching-coaching intervention was performed in a 30 minute session that focused on content covered in the traditional preoperative teaching. Procedures for the protection of human subjects were followed.Findings of this study showed that no significant differences between pre- and post- anxiety scores for two groups of surgical patients, regardless of the method of instruction. There was, however, a significant difference between pre- and post- scores for two groups of surgical patients in regards to men and women. Women had greater levels of anxiety before surgery and greater decreases postoperatively than did men.Conclusions indicated that further research is needed to demonstrate the effectiveness of the nurse teaching-coaching intervention on decreasing anxiety levels of surgical patients. The nurse teaching-coaching intervention warrants strong consideration for further study and use in nursing practice in assisting in recovering from surgery.
School of Nursing
APA, Harvard, Vancouver, ISO, and other styles
6

Woodworth, Julie Ann. "Predictive factors impacting intent to stay teaching for associate degree adjunct clinical nurse faculty." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/37.

Full text
Abstract:
Background: The full-time nurse faculty shortage has resulted in nursing programs employing adjunct nursing faculty heavily into the clinical teaching component to fill the gap. Many adjunct faculty members continue to teach semester after semester; however, there is a lack of evidence to support the predictive factors that facilitate intent to stay teaching. Purpose: The purpose of this study was to better understand predictors of intent to stay teaching for associate degree (AD) adjunct clinical nurse faculty. Theoretical Framework: Frederick Herzberg’s two-factor motivator-hygiene theory (1959) was utilized as a foundation to explore the factors that impact intent to stay teaching. Methods: Adjunct clinical nurse faculty employed in associate degree nursing programs during the 2015 calendar year were invited to participate in this study. Participants were surveyed utilizing the Job Satisfaction Survey, the Nurse Educators’ Intent to Stay in Academe Scale, and demographic questionnaire via SurveyMonkey Web site. Results: Regression analysis indicated statistically significant relationships between job satisfaction, motivator, and hygiene factors with intent to stay score. In addition, faculty who had full-time employment outside of the adjunct position were found to have lower intent to stay scores compared to those working part time or not at all. Conclusions: Enhancement of adjunct clinical faculty members’ job satisfaction, motivator, and hygiene factors is necessary to retain this qualified group of educators. Improvement of intent to stay in the role can improve teaching and reduce costs at similar institutions of higher learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Downey, Debora Ann. "The Effectiveness of AAC Training Protocols for Acute Care Nurses| A Randomized Controlled Trial of an Instructional On-line Medium for Clinical Skills Teaching." Thesis, The University of Iowa, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3628382.

Full text
Abstract:

Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p<.00001). This suggests the on-line tutorial as a mode of delivery for clinical skills teaching of AAC solutions for patients with CCN was effective. The study also involved the design of a set of scenarios to assess transfer of knowledge from the tutorial to clinical practice in a safe environment. The scenarios targeted three areas for participants to problem solve through: the development of a yes/no response, recognition of sensory issues displayed by patients with CCN; and, candidacy for AAC use in an acute care setting. The scenarios were presented to both groups after completion of the post-test measure. No significant difference across the groups was noted. However, findings suggested that the use of scenarios may be a viable method for assessing the application of clinical skills when the participant had to generate a narrative outlining clinical practice as opposed being scaffold by the selection of correct and incorrect clinical skill strategies presented. The study emphasizes the need to enhance the patient-provider communication experience for patients with CCN and outlines basic elements for nurse training modules.

APA, Harvard, Vancouver, ISO, and other styles
8

Downey, Debora Ann. "The effectiveness of AAC training protocols for acute care Nurses: a randomized controlled trial of an instructional on-line medium for clinical skills teaching." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4616.

Full text
Abstract:
Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p
APA, Harvard, Vancouver, ISO, and other styles
9

Brown, Joset Elaine. "Graduate Nurse's Perspective of Simulation to Address the Theory-Practice Gap in Nursing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4911.

Full text
Abstract:
Graduate nurses are being employed to provide care in high acuity care areas, and this becomes a problem of significance as the literature suggests that graduate nurse's experience a deficit in integrating theoretical concepts in the clinical environment, described as the theory-practice gap; which can result in a risk to patient safety and the potential for negative outcomes. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses employed at a community hospital in northern New Jersey. After recruiting the participants through purposive sampling, semi-structured interviews were conducted with them utilizing a researcher-developed interview protocol based on the Casey-Fink Graduate Nurse Experience Survey. The research questions addressed the graduates' clinical experiences and their perceptions of simulation in facilitating the integration of theory to practice. Interviews were transcribed verbatim, coded, and analyzed to identify 4 themes: (a) the theory-practice gap, (b) effective educational pedagogy, (c) theory-practice integration, and (d) simulation-based learning. The crucial finding was that graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice. Based on these findings, the recommendations presented in a white paper will help the administration of the school of nursing at the local site make informed decisions to effect curricular changes that promote the students' integration of theory into practice. Further, the results of this study impact social change by serving as a model for similar programs to improve the preparation of graduate nurses to provide care to optimize positive patient care outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

Madiope, Maria. "Web-based instruction for critical care nursing science." Thesis, 2014. http://hdl.handle.net/10210/11519.

Full text
Abstract:
M.Cur.
The study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Teaching Nurses' Instruction"

1

Anderson, Carolyn. Patient teaching and communicating in an information age. Albany, N.Y: Delmar Publishers, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nurses' guide to teaching diabetes self-management. 2nd ed. New York: Springer Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

DeYoung, Sandra. Teaching strategies for nurse educators. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

DeYoung, Sandra. Teaching strategies for nurse educators. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

DeYoung, Sandra. Teaching strategies for nurse educators. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Audean, Duespohl T., ed. A guide for effective clinical instruction. 2nd ed. Rockville, Md: Aspen Systems Corp., 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ragland, Gaye. Instant teaching treasures for patient education. St. Louis: Mosby, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nurse as educator: Principles of teaching and learning for nursing practice. 3rd ed. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kiger, Alice M. Teaching for health. Edinburgh: Churchill Livingstone, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

DeWit, Susan C. Saunders student nurse planner. Philadelphia: Saunders, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources
You might also be interested in the extended bibliographies on the topic 'Teaching Nurses' Instruction' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography