Volume 26, Issue 5 (8-2019)                   RJMS 2019, 26(5): 131-141 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

olyan Ajam S, Ghasemizad A, Gholtash A. Explanation of the training process through the axial process model. RJMS. 2019; 26 (5) :131-141
URL: http://rjms.iums.ac.ir/article-1-5710-en.html
Kazerun Branch, Islamic Azad University, Kazerun, Iran , Ghasemizad@kau.ac.ir
Abstract:   (1019 Views)
Background: Patient’s education is one of the standards of the quality of care and a factor affecting the cost, recovery and treatment of the patient. Considering the importance of patient’s education in hospitals, the present study aimed at designing the patient’s instruction model in a hospital through process-based model.
Methods: The present study was qualitative and based on the grounded theory. The statistical society included nurses, department heads and education employees who were chosen purposefully. The interview was conducted in the form of open and deep questions. The interview was conducted in the form of open and deep questions. The participants included 12 clinical nurses, 5 department heads and 3 education experts. Data was analyzed using open-axial-selective coding method. The methods of credibility, transportability, reliability and verifiability were used for certifying the data.
Results: The components of the patient's education process included the assessment of need for education, index development, process identification, educational planning, material provision, resources, educational equipment, training program conducting, process monitoring, training effectiveness, process improvement and corrective actions. The patient’s education process began with the assessment of need for education and was followed up to process monitoring.
Conclusion: To succeed in patient’s instruction in hospitals, a systematic approach is needed. Process-based education is a regular and transparent, verifiable and evaluable method; a process that continues to promote and improve. This method requires the identification of educational needs, educational planning, conducting of educational programs and the evaluation of the educational process.
 
Full-Text [PDF 891 kb]   (266 Downloads)    
Type of Study: Research | Subject: Educational Nursing

References
1. 1. Heshmati Nabavi F, Memarian R, Vanaki Z. The Effect of Implementing Clinical Supervision Model on the Patient Education Outcomes. J Health Promot Manag; 2012. 1 (3):28-36. [Persian]
2. 2. Lawrence C. Effects of preparatory patient education for radiation oncology patients. Cancer; 1985. 56(5): 1056-1061.
3. 3. Ranjbar E, Mahdian M, Eslami H, Amini A. Patient Education Barriers from Nurses. J Holistic Nurs; 2016.26 (3) :36-45 .[Persian]
5. 4. Varghaei-Paidar A, Gavgani VZ, Hassannejhad N, Ranjbar, S, Hosseinzadeh M, Imani S. A Survey of Nurses' and Patients' Opinions about Patient Education and Training and Possible Barriers in Madani Cardiovascular Health and Education Center. Taṣvīr-i Salāmat; 2017. 7(4):22-29.
6. 5. Welling MA, Maliski S, Bogorad A, Litwin SM. Assessment of content completeness and accuracyof prostate cancer. Patient Edu Mat; 2004.54:337-43.
7. 6. Borhani F. Nurses and nurse-manager's opinionsabout the importance of patients' training barriers. J Qazvin Uni Med Sci; 2002.20:84-90. [Persain]
8. 7. Haddad M. Viewpoints of employed nurses inhospitals of Birjand city regarding existing barriersin patient education. Modern Care; 2011.83 (31):152-8.
9. 8. Clark PA, Drain M, Gesell SB, Mylod DM. Patientperception of quality in discharge instruction. Patient Educ Couns; 2005. 59(1):56-68.
10. 9. Lee KC, Berg ET, Jazayeri HE, Chuang SK, Eisig SB. Online patient education materials r orthogenetic surgery fail to meet readability and quality standards. J Oral Maxillofac Surg; 2019 Jan.77(1):180.e1-180.e8.
11. 10. Aziznehad P, Zabihi A, Hosseini SJ, Bizhani A. Nurses and nurse managers opinions about the patient’s training barriers. J Babol Uni Med Sci; 2010. 12(1):60-64. [Persian]
12. 11. Mandy N, Miriam S, Julia C, Meike H, Claudia E, Lutz, G. Patient education for children with interstitial lung diseases and their caregivers: A pilot study. PEC; 2019. 102(2):185–400.
13. 12. Farouki Far M, Khafri S, MostafaZadehBora M, Alijanpour S. The Importance of Patient Education: the Attitude of Nurses in the Hospitals of Babol. EGC; 2015. 3(1):59-65.
14. 13. Ahmadi M, Khoshgam M, Mohammadpoor A. Comparative study of the Ministry of Health standards for hospitals with Joint Commission International hospital accreditation standards. Hakim Res J; 2008.10(4):45-52. [Persian]
15. 14. Arian M, Mortazavi H, TabatabaeiChehr M, Tayebi V, Gazerani A. The comparison between motivational factors and barriers to patient education based on the viewpoints of nurses and nurse managers. J Nurs Edu; 2015. 4(3):66-77. [Persian]
16. 15. Al-Awa B, De Wever A, Almazroo A, Habib H H, al-Noury K, Deek I. The impact of accreditation on patient safety and quality of care indicators at King Abdulaziz University Hospital in Saudi Arabia. Res J Med Sci; 2011. 5(1):43-51.
17. 16. Bergh AL, Karlsson J, Persson E, Friberg. F. Registered nurses' perceptions of conditions or patient education–focusing on organisational, environmental and professional cooperation spects. J Nurs Manag; 2012.20(6):758-770.
18. 17. Donald G, Scott S, Broadfield L, Harding C, Meade A. Optimizing patient education of oncology medications: A descriptive survey of pharmacist-provided patient education in Canada. J Oncol Pharm Pract; 2019.25(2): 295-302.
19. 18. Haddad M. Viewpoints of employed nurses in hospitals of Birjand city regarding existing barriers in patient education. Modern Care J; 2011.8(3):152-158.
20. 19. Jafaraghaee F, Mehrdad N, Parvizy S. Influencing factors on professional commitment in Iranian nurses: A qualitative study. Iran J Nurs Midwif Res; 2014.19(3):301. [Persian]
21. 20. Forozande M. management of the process approach, the scientific Quarterly Journal f Quality Management, and Quality Management. J Manag Syst; 2012.3(2): 48-65.
22. 21. Al-Awa B, De Wever A, Almazrooa A, Habib H, al-Noury K, el Deek I, et al. The impact of accreditation on patient safety and quality of care indicators at King Abdulaziz University Hospital in Saudi Arabia. Res J Med Sci; 2011.5(1): 43-51.
23. 22. Raffray M, Semenic, S, Osorio Galeano, S, Ochoa Marín SC. Barriers and facilitators to preparing families with premature infants for discharge home from the neonatal unit. Perceptions of health care providers. Investig Edu Enferm; 2014. 32(3), 379-392.
24. 23. Yazdani F, Abedi L, Karamalian H. Comparing Efficacy of English Curriculum Components at High Schools vs. English Teaching Institutes in Isfahan, Iranl; 2015.2 (4):12.
25. 24. Liu Y, Wang G. Inpatient satisfaction with nursing care and factors influencing satisfaction in a teaching hospital in China. J Nurs Care Qual; 2007.22(3):266-271.
26. 25. Haddad M. Viewpoints of employed nurses in hospitals of Birjand city regarding existing barriers in patient education. Modern Care J; 2011. 8(3): 152-158.
27. 26. Al-Awa B, De Wever A, AlMazrooa A, Habib H, Al-Noury K, El-Deek B, et al. The Impact of Accreditation on Patient Safety and Quality of Care Indicators at King Abdulaziz University Hospital in Saudi Arabia. Res J Med Sci; 2011.5(1): 43-51.
28. 27. Braithwaite J, Greenfield D, Westbrook J, Pawsey M, Westbrook M, Gibberd R, et al. Health service accreditation as a predictor of clinical and organisational performance: a blinded, random, stratified study. Qual Saf Health Care; 2010.19(1):14-21.
29. 28. Bergh AL, Persson E, Karlsson J, Friberg F. Registered nurses' perceptions of conditions for patient education-focusing on aspects of competence. Scand J Caring Sci; 2014.28(3): 523- 36.
30. 29. Haddad M. Viewpoints of employed nurses in hospitals of Birjand city regarding existing barriers in patient education. Mod Care J; 2011.8(3): 152-158.
31. 30. Jafaraghaee F, Mehrdad N, Parvizy S. Influencing factors on professional commitment in Iranian nurses: A qualitative study. Iran J Nurs Midwifery Res. 2014; 19(3): 301- 308. [Persian].
32. 31. Jouybari L, Haghdoost Oskouee S, Ahmadi F. Comforting Nurse: Patients’ xperiences and Perceptions . Razi J Med Sci; 2005.12(45) :59-68. [Persian]
33. 32. Liu Y, Wang G. Inpatient satisfaction with nursing care and factors influencing satisfaction in a teaching hospital in China. J Nurs Care Qual; 2007.22(3): 266-71.
34. 33. Magar Y, Vervloet D, Steenhouwer F, Smaga S, Mechin H, Rocca Serra JP, et al. Assessment of a therapeutic education programme for asthma patients: "un souffle nouveau". Patient Educ Couns; 2005.58(1): 41-6.
35. 34. Noohi E, Abbaszadeh A. Process of Patient Education and Orem. s Self Care Theory, An Integrative Model Curriculum: A Qualitative Study. J Qual Res Health Sci; 2017. 5 (4):419-43. [Persian]
36. 35. Nicklin W, Lanteigne G, Greco P. Strengthening the value of accreditation: Qmentum-one year later. Healthcare Quart; 2009;12(3): 84-8.
37. 36. Raffray M, Semenic S, Osorio G S. Barriers and facilitators to preparing families with premature infants for discharge home from the neonatal unit. Perceptions of health care. Invest; 2014.32(3):379-392.|
38. 37. Gholizade Moghaddam Z, Seyyed Abbasszadeh M, Hassani M, Ghalavandi H. Proposing a model for effective indicators of training in public universities of Hamadan province. TLR; 2017.13 (2):19-33. [Persian]
39. 38. Lawrence J, Tar U. The use of grounded theory technique as a practical tool for qualitative data collection and analysis. Electro J Bus Res Methods; 2013. 1;11(1):29.
40. 39. Sanagoo A, Nikravesh M, Dabbaghi F. Organizational Commitment from Nursing & Midwifery Faculty Members’ Perspective. Razi J Med Sci; 2006. 13(52):83-92. [Persian]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


© 2020 All Rights Reserved | Razi Journal of Medical Sciences

Designed & Developed by : Yektaweb