ATTITUDES TOWARD PATIENT EDUCATION AMONG DIPLOMA, ASSOCIATE, AND BACCALAUREATE PREPARED REGISTERED NURSES IN GEORGIA (NURSES).
Contributors: University of Mississippi.
Published: 1990
Number of pages: 201
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: A primary purpose of this study was to identify and label the factors associated with nurses' attitudes toward patient education. A second purpose was to ascertain the attitudes of registered nurses in Georgia toward patient education according to age, employment status, length of experience in nursing, primary area of practice, basic nursing preparation, patient education learning activities in basic nursing preparation, time spent in patient education activities daily, and perceived administrative support for patient education activities.

An instrument was modified to determine nurses' attitudes toward patient education. The alpha measure of reliability for the modified tool was 0.93. A pilot study was conducted using the modified tool.

The questionnaire was mailed to 1,450 randomly selected nurses with a return rate of 40%. Study criteria were not met by 109 subjects leaving a sample size of 473.

Principal component analysis with varimax rotation produced seven factors. Items with factor loadings of 0.30 or greater were identified and labeled as follows: (a) I-Nurses' Role in Patient Education, (b) II-Nurses' Autonomy in Patient Education, (c) III-Physicians' Role in Patient Education, (d) IV-Comfort/Competence in Patient Education, (e) V-Transfer of Patient Teaching Responsibility to the Clinical Nurse Specialist, (f) VI-Importance of Patient Education I, and (g) VII-Importance of Patient Education II.

One-way analyses of variance were computed to determine if significant differences existed in the attitude scores of nurses according to the eight variables and seven factors. Statistical differences at the 0.05 level were found to exist in relation to age and Factors II, IV, and V; employment status and Factor II; years in practice and Factor III; practice area and Factor III; basic educational preparation and Factors II and VI; formal learning experiences and Factors II, IV, VI, and VII; amount of time spent in patient education activities daily and Factors I, IV, and VI; and administrative support for patient education activities and Factors I, II, IV, V, and VI.
Notes: Source: Dissertation Abstracts International, Volume: 52-02, Section: B, page: 0747.

Thesis (PH.D.)--THE UNIVERSITY OF MISSISSIPPI, 1990.

School code: 0131.