USE OF DIRECT OBSERVATION IN THE STUDY OF NURSE TEACHING BEHAVIORS.
Contributors: University of Kansas.
Published: 1990
Number of pages: 208
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Education, Health.
Description: The purpose of this study was to identify teaching behaviors of nurses. Direct observation was used to collect data. An instrument used to study classroom teaching, Dr. H.G. Murray's Teacher Behaviors Inventory, was adapted for nursing by an expert panel. The resultant instrument, the Nurse Teaching Observation Record (N.T.0.R.), included 32 items and was used as a sign system to record behaviors of nurses in actual patient teaching episodes.

Sixty-six teaching episodes were observed. Following each episode behaviors were interpreted as observed or not observed. For 21.2% of the episodes two observers were present to determine inter-observer reliability. Inter-observer agreement averaged 90.0%.

Factor analysis suggested eight factors labeled: Non-verbal Behavior, Patient Relevance, Teacher Concern, Verbal Behaviors, Enthusiasm, Clarification, Verification, and "Mystery". These factors accounted for 81.5% of the total shared variance.

Nurses had worked with patients for one to 35 years. The mean years of experience was 12.4 years.

For 90.9% of the episodes, nurses addressed teaching to one or more adults. In the pediatric-newborn subgroup, the patients' parents were the learners in 16 of the 22 episodes. In six pediatric situations the children were both patients and learners.

The average duration of teaching was 12.8 minutes. Fifty-four of the 66 (81.8%) teaching episodes occurred with patients who had been in the hospital less than 3 days. In 71.2% of the episodes the nurse had cared for the patient only once or twice.

Twenty-one behaviors were observed more than half the time. Four behaviors were exhibited 25% to 50% of the time, and seven were seen less than 25% of the time. An average of 18.4 behaviors were observed in each teaching episode.

The list of teaching behaviors on the N.T.O.R. can be used with students and nurses for recording and describing patient teaching. The interpreted factors should be analyzed and developed for further use in the nursing context. Further research should improve reliability and validity of the study instrument. Research on the effectiveness of patient teaching will be enhanced by a valid and reliable instrument on which to record patient teaching behavior.
Notes: Source: Dissertation Abstracts International, Volume: 51-11, Section: A, page: 3621.

Thesis (PH.D.)--UNIVERSITY OF KANSAS, 1990.

School code: 0099.