Learning Readiness Trajectories of Rehabilitation Patients: A Qualitative Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/154352
Type:
Presentation
Title:
Learning Readiness Trajectories of Rehabilitation Patients: A Qualitative Study
Abstract:
Learning Readiness Trajectories of Rehabilitation Patients: A Qualitative Study
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Olinzock, Barbara J., RN, EdD
P.I. Institution Name:University of North Florida
Title:Assistant Professor in Nursing
Preparing rehabilitation patients to be self-directed for reintegration into their communities is a major nursing outcome. With shorter lengths of stay (LOS), patient teaching now occurs within a compressed amount of time. How LOS relates to the readiness of patients to learn and direct complex self-care regimens is not known. Using qualitative methods, a retrospective study of narrative nursing progress notes recorded during the late 1990s was conducted to collect data about the teaching-learning relationship between rehabilitation patients and nurses during an era of declining LOS. The purpose of this research was to examine teaching-learning challenges as documented by nurses in progress notes over the course of rehabilitation. Thirty cases of patients with traumatic spinal cord injury representative of varying time in rehabilitation, age and severity of injury were purposively selected for this research study. Data were gathered and transcribed documenting evidence of patient responses to the teaching of nurses about self-care management and self-direction of care. In preliminary data analysis, a Rehabilitation Learning Readiness Model (RLRM) consisting of five stages of learning readiness (Dependent, Involvement, Engagement, Self-Initiation and Self-Direction) and five corresponding teaching roles (Authority, Guide, Motivator, Mentor and Consultant) was developed based on adult learning principles and models. Further detailed analysis of data using the RLRM was conducted to examine the teaching-learning challenges of patients and nurses from the perspective of time. To control for variations in LOS among cases, each patient LOS was subdivided into four equal time periods (quartiles). By doing so, learning readiness trajectories could be analyzed for a given case or compared among cases. Findings suggest a highly dynamic and unique relationship between learning readiness trajectories of patients and the teaching roles of nurses. The RLRM is proposed as a valuable methodology for qualitatively depicting learning readiness trajectories from the perspective of time.
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.titleLearning Readiness Trajectories of Rehabilitation Patients: A Qualitative Studyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154352-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Learning Readiness Trajectories of Rehabilitation Patients: A Qualitative Study</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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Olinzock, Barbara J., RN, EdD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of North Florida</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor in Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">bolinzoc@unf.edu</td></tr><tr><td colspan="2" class="item-abstract">Preparing rehabilitation patients to be self-directed for reintegration into their communities is a major nursing outcome. With shorter lengths of stay (LOS), patient teaching now occurs within a compressed amount of time. How LOS relates to the readiness of patients to learn and direct complex self-care regimens is not known. Using qualitative methods, a retrospective study of narrative nursing progress notes recorded during the late 1990s was conducted to collect data about the teaching-learning relationship between rehabilitation patients and nurses during an era of declining LOS. The purpose of this research was to examine teaching-learning challenges as documented by nurses in progress notes over the course of rehabilitation. Thirty cases of patients with traumatic spinal cord injury representative of varying time in rehabilitation, age and severity of injury were purposively selected for this research study. Data were gathered and transcribed documenting evidence of patient responses to the teaching of nurses about self-care management and self-direction of care. In preliminary data analysis, a Rehabilitation Learning Readiness Model (RLRM) consisting of five stages of learning readiness (Dependent, Involvement, Engagement, Self-Initiation and Self-Direction) and five corresponding teaching roles (Authority, Guide, Motivator, Mentor and Consultant) was developed based on adult learning principles and models. Further detailed analysis of data using the RLRM was conducted to examine the teaching-learning challenges of patients and nurses from the perspective of time. To control for variations in LOS among cases, each patient LOS was subdivided into four equal time periods (quartiles). By doing so, learning readiness trajectories could be analyzed for a given case or compared among cases. Findings suggest a highly dynamic and unique relationship between learning readiness trajectories of patients and the teaching roles of nurses. The RLRM is proposed as a valuable methodology for qualitatively depicting learning readiness trajectories from the perspective of time.</td></tr></table>en_GB
dc.date.available2011-10-26T12:55:59Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:55:59Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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