Poster Presentation
Wednesday, July 11, 2007
9:00 AM - 9:45 AM
Wednesday, July 11, 2007
2:45 PM - 3:30 PM
Nursing Model on Education3: “Professional Learning Climate as a Patient Education Expert” and “Stepwise Searching and Problem-solving Educational Method”
Fumiko Yasukata, RN, PhD1, Michiyo Oka, RN, PhD2, Miyako Oike, RN, MSE3, Fusae Kondo, RN, MS4, Megumi Higashi, RN, MSN, CNS5, Chieko Yamamoto, RN, MSN3, Narumi Takiguchi, RN, MSN6, Emi Yamada, RN, MSN7, Hiromi Sanaki, RN8, Teruko Kawaguchi, RN, PhD9, Hiroko Shimomura, RN, MSN9, Yuko Hayashi, RN, PhD10, Momoe Konagaya, RN, PhD11, Takako Kobayashi, RN, MSE12, Kyoko Kodaira, RN, MHS13, Etsuko Yokoyama, RN, MSN9, Sanae Iha, CNS, RN, MSN14, Tomoe Inoue, RN, MSN15, Kazumi Oda, RN, MSN16, and Sachiko Tange, RN, MSE17. (1) Faculty of nursing, Fukuoka Prefectural University, Fukuoka, Japan, (2) School of Health Science, Gunma University, Maebashi, Gunma, Japan, (3) Department of Health Sciences, Kyushu University, Fukuoka, Japan, (4) Department of Nursing, Kyorin University,School of Health Sciences, Tokyo, Japan, (5) Nursing Department, Surugadai Nihon University Hospital, Tokyo, Japan, (6) Former The Japanese Redcross Hiroshima College of Nursing, Hiroshima, Japan, (7) Nagoya Memorial Hospital, Nagoya, Japan, (8) School of Nursing, Kyoto Tachibana University, Kyoto, Japan, (9) School of Nursing, The Japanese Red Cross College of Nursing, Tokyo, Japan, (10) School of Health Sciences, Faculty of Medicine, Kyoto University, Kyoto, Japan, (11) School of nursing, Tokyo Women's Medical University, Tokyo, Japan, (12) Department of Nursing, Gifu University of Medical Science, Seki,Gifu, Japan, (13) Graduate Course of Nursing, Graduate School of Tokyo Women's Medical University, Tokyo, Japan, (14) Shiga medical science university,school hospital, shiga, Japan, (15) Depertment of Nursing, Takashima General Hospital, Shiga, Japan, (16) Department of Adult Gerontlogical Nursing, Gifu College of Nursing, Hashima,Gifu, Japan, (17) Department of Nursing, Ibaraki Christian University, Ibaraki, Japan
| Learning Objective #1: understand “Nursing Model on Education” (so-called TK Model). |
| Learning Objective #2: understand “Professional Learning Climate as a Patient Education Expert” and “Stepwise Searching and Problem-solving Educational Method”. |
[Objective] The Patient Education Research Group has developed a “Nursing Model on Education”, which is composed of five concepts. Among these concepts, “Professional learning climate as a patient education expert (PLC)” and “Stepwise searching and problem-solving educational method” were identified. We report the definitions and characteristics of these two concepts. [Methods] Since 1994, 164 patient education cases have been analyzed by the research group consisting of on average 14 nursing researchers and expert nurses held once a month. The inductive method was used in analysis. From the cases, the scenes in which patient’s behavioral modification occurred were extracted, the contents were described, and the concepts were identified.
[Results and Discussion] PLC is defined as “the behavior or mood of the nursing personnel backed up by professional knowledge and experience”. The present study extracted ten elements of PLC as follows: 1. show concern, 2. respect, 3. believe, 4. be modest in attitude, 5. create a relaxing ambiance, 6. show an attitude to listen, 7. talk with personal feeling, 8. show an attitude of moving ahead together, 9. show enthusiasm, and 10. humor and wit.
Stepwise searching and problem-solving educational method is defined as “knowledge and skills of nursing personnel to solve problem with an open mind, through repeated confirmation according to the state of readiness in learning of the patient” Four steps have been identified as follows: step 1, building a base to promote behavioral modification; step 2, search for treatment difficulties; step 3, support for solving the treatment difficulties; step 4, support for maintaining motivation and behaviors, and habit building.
Stepwise searching and problem-solving educational method is a technical concept, while PLC involves attitude and stance rather than technique. However, the two concepts have a complementary relationship, and both are essential for modification of the patients.