Addressing health literacy: the experiences of undergraduate nursing students
Addressing health literacy: the experiences of undergraduate nursing students
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DOI：
10.1111/j.1365-2702.2009.02991.x
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发表时间：
2010-03-01
影响因子：
4.2
通讯作者：
Nosek, Catherine
中科院分区：
文献类型：
--
作者：
Scheckel, Martha;Emery, Nicole;Nosek, Catherine
目的和目标：描述护理本科生学习和提供病人教育的经验。背景：为了向护理学生传授病人教育的原则和实践，护理教育者利用教育和临床实践指南、研究和理论设计教学策略。这意味着教师的耐心教育方法是从证据中衍生出来的，并支持循证教学运动。尽管他们做出了努力，但研究表明，学生们缺乏熟练提供耐心教育所需的知识和技能。本研究的哲学背景为解释现象学。方法：对8名护理本科生在本科护理专业的最后一个学期进行面对面的非结构化访谈。数据通过非结构化访谈收集，并使用解释学进行分析。结果：数据分析的共同含义表明，学生学习和提供耐心教育的主要实践是解决健康素养问题。三个小主题：(1)尊重语言：学习坚持不懈(2)帮助患者理解：学会教学和(3)促进参与：学习敏感性，举例说明学生如何解决健康素养。结论与关于学生在提供耐心教育方面缺乏熟练程度的文献相反，这项研究的结果揭示了学生在解决健康素养方面已经具备的非凡能力。本研究结果显示，在护理专业毕业前，教师最需要设计教学策略，以深化学生现有的健康素养知识与技能，并与临床实践相关。利用本研究结果，教师将获得新的教学方法，特别是针对学生的健康素养实践进行指导。这些做法可以改善和减轻许多学生在解决健康素养问题时遇到的问题。
Aims and objectives.To describe undergraduate nursing students' experiences of learning and providing patient education.Background.To teach nursing students principles and practices of patient education, nurse educators design instructional strategies using educational and clinical practice guidelines, research and theories. This means teachers' approaches to teaching patient education are derived from evidence and support the evidence-based teaching movement. Despite their efforts, research shows that students lack knowledge and skills needed for proficiency in providing patient education. However, this research does not explicate students' experiences of learning and providing patient education, which can inform teachers of ways to structure approaches to teaching students this nursing practice.Design.The philosophical background for this study was interpretive phenomenology.Methods.Eight undergraduate nursing students in their final semester of a baccalaureate nursing programme were interviewed using face-to-face, unstructured interviews. Data were collected using unstructured interviews and analysed using hermeneutics.Results.Common meanings from the analysis of data shows that a primary practice of students' learning and providing patient education is addressing health literacy. Three sub-themes: (1) respecting languages: learning persistence (2) helping patients understand: learning to teach and (3) promoting engagement: learning sensitivity, exemplify how students are addressing health literacy.Conclusions.Contrary to literature on students' lack of proficiency in providing patient education, the findings of this study reveal extraordinary competencies students already have in addressing health literacy. The results of this study show the paramount need for teachers to design instructional strategies that deepen students' extant knowledge and skills in health literacy prior to graduation from nursing programmes.Relevance to clinical practice.Using the findings of this study, teachers will gain novel approaches to teaching patient education that specifically target instructing students in the practices of health literacy. These practices can ameliorate and mitigate problems many students encounter when addressing health literacy.