Poster Presentation

Wednesday, July 11, 2007
9:00 AM - 9:45 AM

Wednesday, July 11, 2007
2:45 PM - 3:30 PM
This presentation is part of : Poster Presentation I
Nursing Model on Education1: Lead/cue words or behaviors and their intuitional interpretation
Teruko Kawaguchi, RN, PhD1, Momoe Konagaya, RN, PhD2, Takako Kobayashi, RN, MSE3, Kyoko Kodaira, RN, MHS4, Etsuko Yokoyama, RN, MSN1, Hiroko Shimomura, RN, MSN1, Fumiko Yasukata, RN, PhD5, Michiyo Oka, RN, PhD6, Yuko Hayashi, RN, PhD7, Miyako Oike, RN, MSE8, Fusae Kondo, RN, MS9, Megumi Higashi, RN, MSN, CNS10, Sanae Iha, CNS, RN, MSN11, Narumi Takiguchi, RN, MSN12, Kazumi Oda, RN, MSN13, Tomoe Inoue, RN, MSN14, Chieko Yamamoto, RN, MSN8, Emi Yamada, RN, MSN15, Sachiko Tange, RN, MSE16, and Hiromi Sanaki, RN17. (1) School of Nursing, The Japanese Red Cross College of Nursing, Tokyo, Japan, (2) School of nursing, Tokyo Women's Medical University, Tokyo, Japan, (3) Department of Nursing, Gifu University of Medical Science, Seki,Gifu, Japan, (4) Graduate Course of Nursing, Graduate School of Tokyo Women's Medical University, Tokyo, Japan, (5) Faculty of nursing, Fukuoka Prefectural University, Fukuoka, Japan, (6) School of Health Science, Gunma University, Maebashi, Gunma, Japan, (7) School of Health Sciences, Faculty of Medicine, Kyoto University, Kyoto, Japan, (8) Department of Health Sciences, Kyushu University, Fukuoka, Japan, (9) Department of Nursing, Kyorin University,School of Health Sciences, Tokyo, Japan, (10) Nursing Department, Surugadai Nihon University Hospital, Tokyo, Japan, (11) Shiga medical science university,school hospital, shiga, Japan, (12) Former The Japanese Red Cross Hiroshima College of Nursing, Hiroshima, Japan, (13) Department of Adult Gerontlogical Nursing, Gifu College of Nursing, Hashima,Gifu, Japan, (14) Depertment of Nursing, Takashima General Hospital, Shiga, Japan, (15) Nagoya Memorial Hospital, Nagoya, Japan, (16) Department of Nursing, Ibaraki Christian University, Ibaraki, Japan, (17) School of Nursing, Kyoto Tachibana University, Kyoto, Japan
Learning Objective #1: understand “Nursing Model on Education” (so-called TK Model).
Learning Objective #2: understand “Lead or cue words or behaviors and their intuitional interpretation”.

[Objective] To improve the nurses’ practical capability in patient education, we focused on high-level nursing competence that results in many patients modifying their behaviors toward self-management and putting high confidence on the nurses. By recording the nurses’ “techniques”, extracting the elements, and analyzing the relation between elements, a “Nursing Model on Education” (so-called TK Model) was developed. This report describes “lead/cue words or behaviors and their intuitional interpretation” that trigger changes in behavior and relationship, and outline of the Model.

[Methods] Since 1994, 164 patient education cases have been analyzed by our research group of on average 14 nursing researchers and expert nurses with master degrees (total 52; currently 23 members in the group) 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] Lead/cue words or behaviors and their intuitional interpretation” was identified as an effective concept of patient education. “Lead/cue words or behaviors” refer to verbal or nonverbal signs, hints or information emitted unconsciously or repeatedly by the patient, including any factor that inhibits behavioral modification. “Intuitional interpretation refers to the instantaneous sensing of the patient’s behavior by the nurse and assessment toward patient’s behavioral modification. After the 12-year study, elements were extracted and the relationship between elements was identified and summarized as the “Nursing Model on Education”. This model aims to raise the educational and practical capability of nursing personnel, and is composed of five concepts; “lead/cue words or behaviors and their intuitional interpretation”, “sharing facts and their implications with the patient”, “tailored nursing knowledge and skills on diseases and treatments”, “stepwise searching and problem-solving educational method”, and “professional learning climate as a patient education expert.