Abstract
A recent examination of postpartum patient satisfaction scores in an inner-city hospital revealed decreased satisfaction of discharge teaching practices. Guided by Knowles' model of andragogy and Donabedian's model of structure-process-outcome, the purpose of this study was to gain an understanding of how the structure and process of discharge teaching practices impact successful postpartum teaching. This mixed-method, concurrent study examined the structure, process, and outcome of postpartum patient discharge teaching practices. A convenience sample was used to obtain 138 patient surveys, observations of 15 nurses completing discharge teaching, and 15 face-to-face patient interviews. Data analysis included the use of Spearman's rho, ANOVA, and independent t test. Results indicated a positive correlation between the outcome of patient learning experiences and the structure and process of patient teaching practices. Data showed that specific areas of patient concerns were evident, including nurse availability, timing of teaching, teaching strategies, individualization of teaching plan, and inconsistencies in material content. Recommendations included developing a specific protocol for effective patient teaching strategies. A professional development program was created to educate nurses about adult learning principles and effective patient teaching strategies. Social change may be promoted through this program as nurses learn to create individualized learning experiences for adult postpartum patients, empowering them with knowledge and abilities for self-care. Patient satisfaction may improve, and societal growth may be evident as people share positive health practices in local communities.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Adult Learning Principles, Patient Education, Patient Satisfaction, Professional Development, Discharge Teaching Practices
Advisor
Wendy Edson
Second Advisor
Kathleen McKee
Third Advisor
Valerie Schmitz
Degree
Doctoral-Other
Degree Grantor
Walden University
Degree Year
2014
Recommended Citation
Day, Dawn, "Postpartum patient teaching success: Implications from nursing and patient perspectives" (2022). Dissertations. 154.
https://www.sigmarepository.org/dissertations/154
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-04-11
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3624269; ProQuest document ID: 1553208387. The author still retains copyright.