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Richard E, Evans T, Williams B. Nursing students' perceptions of preparation to engage in patient education. Nurse Educ Pract. 2017;28:1-6doi: 10.1016/j.nepr.2017.09.008.
Richard, E., Evans, T., & Williams, B. (2018). Nursing students' perceptions of preparation to engage in patient education. Nurse education in practice, 281-6. https://doi.org/10.1016/j.nepr.2017.09.008
Richard, Elizabeth, et al. "Nursing students' perceptions of preparation to engage in patient education." Nurse education in practice vol. 28 (2018): 1-6. doi: https://doi.org/10.1016/j.nepr.2017.09.008
Richard E, Evans T, Williams B. Nursing students' perceptions of preparation to engage in patient education. Nurse Educ Pract. 2018 Jan;28:1-6. doi: 10.1016/j.nepr.2017.09.008. Epub 2017 Sep 09. PMID: 28923370.
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Nurse Educ Pract. 2018 Jan;28:1-6. doi: 10.1016/j.nepr.2017.09.008. Epub 2017 Sep 09.

Nursing students' perceptions of preparation to engage in patient education.

Nurse education in practice

Elizabeth Richard, Teresa Evans, Bev Williams

Affiliations

  1. Nursing Education and Health Sciences, Grande Prairie Regional College, 10726 106 Ave, Grande Prairie, AB T8V 4C4, Canada. Electronic address: [email protected].
  2. Nursing Education and Health Sciences, Grande Prairie Regional College, 10726 106 Ave, Grande Prairie, AB T8V 4C4, Canada. Electronic address: [email protected].
  3. Faculty of Nursing, University of Alberta, 4-213 Edmonton Clinic Health Academy, 11405 87 Ave, Edmonton, AB T6C 1C9, Canada. Electronic address: [email protected].

PMID: 28923370 DOI: 10.1016/j.nepr.2017.09.008

Abstract

Patient teaching is a key component of graduate nursing practice. Nurses sometimes believe that their undergraduate teaching does not prepare them to engage in effective patient teaching. In addition, nursing students often do not use teaching resources when engaging in patient teaching. The aim of this focused ethnographic study was to determine if students in a CBL/PBL based learning undergraduate nursing program engage in patient teaching when they are in the clinical area. Focus groups and shorter individual interviews were used to ensure in-depth data collection. Data saturation was reached with a sample of 28 undergraduate students. Emerging themes included: Whose responsibility? When patient teaching does happen, when patient teaching does not happen and improving the culture of patient teaching in the teaching setting. It was clear that students in this context-based learning nursing teaching program valued and were engaged in patient teaching. However, they did not necessarily feel that they had been taught the skills necessary for engaging in effective patient teaching. They also expressed concern that workplace conditions for nurses were not always conducive to patient teaching.

Copyright © 2017 Elsevier Ltd. All rights reserved.

Keywords: Evaluation; Nursing student; Patient teaching; Role modelling

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