AN EXAMINATION OF THE CRISIS LEARNING PROCESS EXPERIENCED BY ADULT RELATIVES OF CRITICALLY INJURED PATIENTS.
Contributors: Northern Illinois University.
Published: 1994
Number of pages: 176
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.; Education, Educational Psychology.; Education, Health.
Description: The technique of grounded theory methodology was used to examine the learning process of adults as experienced within a crisis setting. Participants described the various factors and dimensions that impacted on their lived experience during a crisis involving a critically ill family member.

Seven families, comprising 18 individuals, were interviewed at the hospital where a relative had suffered an injury to the central nervous system (CNS), including the spinal cord (SC). The participants were interviewed 48 to 72 hours after the relative's admission to the hospital's intensive care unit (ICU). Three core categories were identified: urgency, control, and identity. Urgency and control were integral to identity. Categories and their properties leading to the core categories were described and analyzed. Four phases of learning were also identified, which included data collection, validation, integration, and attainment of outcomes.

This study was done to inform health care providers, adult educators, and crisis intervention practitioners of the possible dimensions of the crisis learning process as experienced by family members within the crisis setting.
Notes: Source: Dissertation Abstracts International, Volume: 56-02, Section: A, page: 0430.

Thesis (ED.D.)--NORTHERN ILLINOIS UNIVERSITY, 1994.

School code: 0162.