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dc.contributor.authorParker, Elaine Barber
dc.date2022-08-11T08:09:05.000
dc.date.accessioned2022-08-23T16:17:12Z
dc.date.available2022-08-23T16:17:12Z
dc.date.issued2002-10-29
dc.date.submitted2008-08-21
dc.identifier.citationPatient Educ Couns. 2002 Oct -Nov;48(2):107-13.
dc.identifier.issn0738-3991 (Print)
dc.identifier.pmid12401413
dc.identifier.urihttp://hdl.handle.net/20.500.14038/34505
dc.description.abstractToday's patients are quickly discharged from hospitals and often continue complex treatments at home. Patient teaching is critical and hospital nurses are encouraged to use "every teachable moment." This study explored and described the nature of integrating patient teaching into daily patient care and the factors influencing the delivery of teaching. A fieldwork method, conducted over 12 months, used participant-observation (PO) and a focus group session to answer the research questions. Three experienced registered nurses working on the oncology unit of an acute care community hospital served as informants. Critical attributes and patterns of observed teaching events were described.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=12401413&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://dx.doi.org/10.1016/S0738-3991(02)00024-1
dc.subjectFocus Groups
dc.subject*Home Care Services
dc.subjectHumans
dc.subjectInterviews as Topic
dc.subject*Nursing Staff, Hospital
dc.subject*Patient Education as Topic
dc.subject*Teaching
dc.subjectNursing
dc.titleIntegrating patient teaching into bedside patient care: a participant-observation study of hospital nurses
dc.typeJournal Article
dc.source.journaltitlePatient education and counseling
dc.source.volume48
dc.source.issue2
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/gsn_pp/19
dc.identifier.contextkey597306
html.description.abstract<p>Today's patients are quickly discharged from hospitals and often continue complex treatments at home. Patient teaching is critical and hospital nurses are encouraged to use "every teachable moment." This study explored and described the nature of integrating patient teaching into daily patient care and the factors influencing the delivery of teaching. A fieldwork method, conducted over 12 months, used participant-observation (PO) and a focus group session to answer the research questions. Three experienced registered nurses working on the oncology unit of an acute care community hospital served as informants. Critical attributes and patterns of observed teaching events were described.</p>
dc.identifier.submissionpathgsn_pp/19
dc.contributor.departmentGraduate School of Nursing
dc.source.pages107-13


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