Action Research Using the Nursing Model on Education: Study Meetings and the Study of Nursing Practice Facilitated by a Staff Nurse (Certified Nurse Specialist)

2.50
Hdl Handle:
http://hdl.handle.net/10755/150457
Type:
Presentation
Title:
Action Research Using the Nursing Model on Education: Study Meetings and the Study of Nursing Practice Facilitated by a Staff Nurse (Certified Nurse Specialist)
Abstract:
Action Research Using the Nursing Model on Education: Study Meetings and the Study of Nursing Practice Facilitated by a Staff Nurse (Certified Nurse Specialist)
Conference Sponsor:Sigma Theta Tau International
Conference Year:2011
Author:Yamada, Emi, RN, MSN, CNS
P.I. Institution Name:Nagoya Medical Center
Co-Authors:Kazumi Oda RN, MSN,
Tomoe Inoue RN, MSN,
Takakao Kobayashi RN, MSE,
Etsuko Yokoyama RN, MSN, Lecturer
Hiroko Shimomura RN, MSN, Assistant Professor
Teruko Kawaguchi RN, PhD, Professor
Hiromi Onbe RN, MSN, Assistant Professor
Yuko Hayashi RN, PhD, Profe
[2nd International Nursing Research Conference for the World Academy of Nursing Science - Presentation] Purpose: To clarify how nurses change through holding case review meetings to study the nursing model on education and meetings to examine nursing practice.
Methods: Action research. Research participants: Five hospital ward nurses working in a general hospital. Data analysis: Data was gathered and used from verbatim records from meeting minutes, case records, and semi-structured interviews, context was extracted with regard to thoughts and attitudes toward educational involvement, and changes in nurses were reconstructed. This research was conducted upon receiving approval from the ethics committee.
Results: Three study meetings, nine case review meetings, and 10 discussion meetings were held. At first the research participants thought that patient education meant to convey to patients accepted knowledge and skills, and they were unable to discover the educational situations in their daily interactions. Through case reviews they learned to transform their daily interactions into educational opportunities. Also, they came to see education as something that needed to be matched to the reaction of the patient. By using the model they felt that they were educating the patients and that they were doing so correctly, which made them start describing the educational interaction in communicating with the next shift personnel, and through written records, etc. This made it possible also for other staff to detect even the slightest speech and behavior of patients and talk about changes in the patients.
Conclusion: The participants' views of patient education shifted from simply imparting knowledge and skills to patients to making adjustments based on the reactions of the patients. Participants became able to describe the educational interaction by transferring duties to others and through written records, etc. This made it possible also for other staff to detect even the slightest speech and behavior of patients and talk about changes in the patients.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleAction Research Using the Nursing Model on Education: Study Meetings and the Study of Nursing Practice Facilitated by a Staff Nurse (Certified Nurse Specialist)en_GB
dc.identifier.urihttp://hdl.handle.net/10755/150457-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Action Research Using the Nursing Model on Education: Study Meetings and the Study of Nursing Practice Facilitated by a Staff Nurse (Certified Nurse Specialist)</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2011</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Yamada, Emi, RN, MSN, CNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Nagoya Medical Center</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">e-m-i@yk.commufa.jp</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Kazumi Oda RN, MSN, <br/>Tomoe Inoue RN, MSN, <br/>Takakao Kobayashi RN, MSE, <br/>Etsuko Yokoyama RN, MSN, Lecturer<br/>Hiroko Shimomura RN, MSN, Assistant Professor<br/>Teruko Kawaguchi RN, PhD, Professor<br/>Hiromi Onbe RN, MSN, Assistant Professor<br/>Yuko Hayashi RN, PhD, Profe</td></tr><tr><td colspan="2" class="item-abstract">[2nd International Nursing Research Conference for the World Academy of Nursing Science - Presentation] Purpose: To clarify how nurses change through holding case review meetings to study the nursing model on education and meetings to examine nursing practice. <br/>Methods: Action research. Research participants: Five hospital ward nurses working in a general hospital. Data analysis: Data was gathered and used from verbatim records from meeting minutes, case records, and semi-structured interviews, context was extracted with regard to thoughts and attitudes toward educational involvement, and changes in nurses were reconstructed. This research was conducted upon receiving approval from the ethics committee. <br/>Results: Three study meetings, nine case review meetings, and 10 discussion meetings were held. At first the research participants thought that patient education meant to convey to patients accepted knowledge and skills, and they were unable to discover the educational situations in their daily interactions. Through case reviews they learned to transform their daily interactions into educational opportunities. Also, they came to see education as something that needed to be matched to the reaction of the patient. By using the model they felt that they were educating the patients and that they were doing so correctly, which made them start describing the educational interaction in communicating with the next shift personnel, and through written records, etc. This made it possible also for other staff to detect even the slightest speech and behavior of patients and talk about changes in the patients. <br/>Conclusion: The participants' views of patient education shifted from simply imparting knowledge and skills to patients to making adjustments based on the reactions of the patients. Participants became able to describe the educational interaction by transferring duties to others and through written records, etc. This made it possible also for other staff to detect even the slightest speech and behavior of patients and talk about changes in the patients.</td></tr></table>en_GB
dc.date.available2011-10-26T10:33:31Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:33:31Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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