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KNOWLEDGE, ATTITUDE AND PRACTICE OF PATIENT TEACHING AMONG NURSES WORKING IN TERTIARY HEALTH INSTITUTIONS IN ENUGU.

CHAPTER ONE

 INTRODUCTION
 Background to the Study
 The well known parable “if you give a man a fish, you feed him for a day, but if you teach him to fish you feed him for a life time”, is apt for the illustration of the importance of patient teaching or education. Patient teaching or education involves helping patients become better informed about their condition, medical procedure and choices they have regarding treatment (Martin, 2012). Patient teaching is as old as nursing profession. This can be seen from the achievements of Florence Nightingale, founder of modern nursing in improving the standards for the care of war casualties in the Crimean war. Also in the Nightingale’s vision of nursing which included public health promotion roles of nurses which was only partially addressed in the early days of nursing (Berman, Snyder, Kozier, & Erb, 2012). Though other health professionals like physicians, pharmacists, registered dietician etc participate in patient teaching, nurses as educators play a key role in improving health of the patients. This is because nurses are closer to the patients than any other health professionals. (Daniels, 2004 & Kelliher 2011) Nurses assess the patient’s level of understanding about treatment methods and correct any knowledge deficits. The nurse is often a physician interpreter to the patient/client explaining in easily understood terms, clarifying and referring. Patient teaching supports behaviour change that leads to positive adaptation. Thus patient teaching involves decreasing the fear of change, reducing anxiety and anticipatory stress. Patient teaching is an essential function of every professional nurse in every practice setting - Schools, communities, worksites, healthcare delivery sites and homes. Never has the demand for quality patient teaching (education) been greater than now. The current trend toward shorter hospital stay and decreased time for healthcare professional patient interactions have increased the need for effective patient teaching. Also more of the chronically ill patients are at home in need of nursing assistance from their families, friends and volunteers. Such patients and their families and friends should possess a moderate degree of understanding of the illness and its management. Nurses who are skilled educators increased client health and well being and reduce the demand for professional services (Taylor, Lillis, Lemore, 2007). Nurses assume the role of teacher when clients have identifiable learning needs. The teacher learner relationship is enhanced by the continuance of the helping relationship in which mutual respect and trust have been established. The nurse builds on this trust by sharing information the nurse and client have mutually identified as important. The nurse care giver as a skilled teacher can expect to effect the following outcomes: High level wellness and related self-care practices, disease prevention and early detection, quick recovery from trauma illness with minimal to no complications, enhanced ability to adjust to developmental life changes and acute, chronic and terminal illness, family acceptance of the life style changes necessitated by the illness or disability of a family member, patients satisfaction: (Taylor et. al, 2007).

Project detailsContents
 
Number of Pages119 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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