Abstract：
:Patient teaching is a key component of graduate nursing practice. Nurses sometimes believe that their undergraduate teaching does not prepare them to engage in effective patient teaching. In addition, nursing students often do not use teaching resources when engaging in patient teaching. The aim of this focused ethnographic study was to determine if students in a CBL/PBL based learning undergraduate nursing program engage in patient teaching when they are in the clinical area. Focus groups and shorter individual interviews were used to ensure in-depth data collection. Data saturation was reached with a sample of 28 undergraduate students. Emerging themes included: Whose responsibility? When patient teaching does happen, when patient teaching does not happen and improving the culture of patient teaching in the teaching setting. It was clear that students in this context-based learning nursing teaching program valued and were engaged in patient teaching. However, they did not necessarily feel that they had been taught the skills necessary for engaging in effective patient teaching. They also expressed concern that workplace conditions for nurses were not always conducive to patient teaching.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Richard E,Evans T,Williams Bdoi
10.1016/j.nepr.2017.09.008subject
Has Abstractpub_date
2018-01-01 00:00:00pages
1-6eissn
1471-5953issn
1873-5223pii
S1471-5953(17)30621-2journal_volume
28pub_type
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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journal_title：Nurse education in practice
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