Jody Gill-Rocha
Mount Carmel College of Nursing, USA
Title: Design & implementation: Patient education skill training for BSN nursing students
Biography
Biography: Jody Gill-Rocha
Abstract
For healthcare providers, their educational training is organized from the perspective of illness rather than health (Spector, 2017). According to Bastable (2014), successful patient outcomes are associated with patient education. Even though patient education has been an integral part of nursing practice, most Registered Nurses report not having formal preparation to be a successful educator.
In a preliminary educational investigation, the purpose was to create a patient education for junior level students in a Bachelor of Science Nursing program based on faculty lectures, faculty laboratory demonstration, and student demonstration of skill in a simulation laboratory. Based on the patient education curriculum, students could chose from the following topics: heart failure, mi/stent, open heart surgery/equipment lines, sepsis/shock/mods, ventilators/ards, traumatic brain injury, and burns. Prior to the skill demonstration in the simulation laboratory, students selected one of the eight topics and submitted a term paper summarizing the topic and created a communication script describing how the information would be presented to the patient.
ANOVA Repeated Measures analyzed student responses to nine cognitive questions from week one, five, and eight. The ANOVA analysis found eight statistically significant (p=.001-.004) main effects and 21 post hoc effects (p=.001-.009). Eleven statistically significant effects (p=.001-.031) were found which demonstrated the positive self-reported affective changes by the nursing students. Alpha reliability estimates ranged from .758 to .907. Students scoring high on a measure of continuous self-improvement had statistically significant (p<.01) positive associations with cognitive, affective, engagement, and behavioral measures.