2.50
Hdl Handle:
http://hdl.handle.net/10755/150543
Type:
Presentation
Title:
Teaching Moments for Registered Nurses
Abstract:
Teaching Moments for Registered Nurses
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Kuta Reske, Teresa, MSN, MPA, RN
P.I. Institution Name:Baystate Health
Title:Manager, Customer Satisfaction and Market Research
Co-Authors:Sheila Rucki, PhD, PCNS, BC
21st INRC [Evidence-Based Practice Presentation] The goal of this study was to explore why clinical practice registered nurses omit certain nursing tasks or actions such as patient education opportunities by investigating the confluence of the knowledge needed to increase those nursing actions for patient satisfaction. Background: If nurses are to be active participants in how they engage patients in opportunities for "teaching moments," then they require skills to ideally facilitate knowledge-sharing, patient readiness and timeliness for the patient experience. Nurses may not be aware of missed opportunities during daily patient care. Theoretical perspective: This study builds on Ida Orlando Pelletier's theory to keep the nurse's focus on the patient. The immediate experience of the patient in a nurse-patient contact is to appropriately recognize the patient's verbal and nonverbal behavior during times when the nurse interacts with the patient for care. Method: Data collection occurred through fieldwork on a complex medical unit in "major medical center" using a convenience sample of twelve registered nurses who voluntarily agreed to interviews, June through August 2007. Results: The nurse-patient exchange is an important aspect of hospitalized patients. Patient perceptions of expectations when registered nurses share information are based upon the patient's observations of meaningful interactions. For nurses, the missed opportunities for teaching moments require changing their behaviors to create learning opportunities remembered by patients as having their needs met. Conclusions: Nurses are ideally situated through their continued interactions with the patient to encompass the broad domain of the patient experiences for "teaching moments." Once aware of opportunities for engagement, patient satisfaction with the quality of care increased. Relevance to clinical practice: Nursing leaders and educators contribute by developing professional learning opportunities so that nurses recognize and take action for "teaching moments." Patients are recipients of quality care.
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.titleTeaching Moments for Registered Nursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150543-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Teaching Moments for Registered Nurses</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">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Kuta Reske, Teresa, MSN, MPA, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Baystate Health</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Manager, Customer Satisfaction and Market Research</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">tkreske@comcast.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Sheila Rucki, PhD, PCNS, BC</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] The goal of this study was to explore why clinical practice registered nurses omit certain nursing tasks or actions such as patient education opportunities by investigating the confluence of the knowledge needed to increase those nursing actions for patient satisfaction. Background: If nurses are to be active participants in how they engage patients in opportunities for &quot;teaching moments,&quot; then they require skills to ideally facilitate knowledge-sharing, patient readiness and timeliness for the patient experience. Nurses may not be aware of missed opportunities during daily patient care. Theoretical perspective: This study builds on Ida Orlando Pelletier's theory to keep the nurse's focus on the patient. The immediate experience of the patient in a nurse-patient contact is to appropriately recognize the patient's verbal and nonverbal behavior during times when the nurse interacts with the patient for care. Method: Data collection occurred through fieldwork on a complex medical unit in &quot;major medical center&quot; using a convenience sample of twelve registered nurses who voluntarily agreed to interviews, June through August 2007. Results: The nurse-patient exchange is an important aspect of hospitalized patients. Patient perceptions of expectations when registered nurses share information are based upon the patient's observations of meaningful interactions. For nurses, the missed opportunities for teaching moments require changing their behaviors to create learning opportunities remembered by patients as having their needs met. Conclusions: Nurses are ideally situated through their continued interactions with the patient to encompass the broad domain of the patient experiences for &quot;teaching moments.&quot; Once aware of opportunities for engagement, patient satisfaction with the quality of care increased. Relevance to clinical practice: Nursing leaders and educators contribute by developing professional learning opportunities so that nurses recognize and take action for &quot;teaching moments.&quot; Patients are recipients of quality care.</td></tr></table>en_GB
dc.date.available2011-10-26T10:36:01Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:36:01Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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