Volume 26, Issue 5 (8-2019)
RJMS 2019, 26(5): 131-141 |
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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
URL: http://rjms.iums.ac.ir/article-1-5710-en.html
Kazerun Branch, Islamic Azad University, Kazerun, Iran , Ghasemizad@kau.ac.ir
Abstract: (3774 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.
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.
Type of Study: Research |
Subject:
Educational Nursing
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