A HERMENEUTICAL ANALYSIS OF PSYCHIATRIC NURSES' STORIES OF THEIR PATIENT EDUCATION EXPERIENCES.
Contributors: Southern Illinois University at Edwardsville.
Published: 1995
Number of pages: 171
Subjects: Health Sciences, Nursing.; Health Sciences, Mental Health.; Health Sciences, Education.
Description: Psychiatric nursing, as a world in the phenomenologic sense, is consistent of phenomenon which contain tacit or hidden knowledge. The phenomenon of patient education in psychiatric nursing has not been adequately investigated. In order for the knowledge hidden in practice to be of value to the community of interest, it must be revealed by a process which penetrates to the meaning of the experience for those who have it.

A hermeneutical analysis of psychiatric nurses' stories of their patient education experiences led to the discovery of three themes: The Teaching-Way, Being-in-Between and Seeing-Inside. When taken together, the three themes capture the essence of the one-to-one patient education experience and reveal the constitutive pattern of Perseverance, which marks the meaning of the phenomenon.

The salience of these findings to nursing education is reassuring since the Teaching Way and Seeing-Inside represent desired nursing qualities. Psychiatric nurses engage in teaching their patients with mental illness and are committed to teaching as they act from a mind-set which looks for the advantage of "teaching moments" in every patient contact. But as higher education faces an increasingly strapped economic future, nurse educators must be ever-cautious to guard against the erosion of educational practices which have in the past contributed to the internalization of the patient educator role.

Frustration and the potential for ethical conflict associated with Being-in-Between demand that nurse educators provide students with more of the skills and knowledge they need to function within the political and economic realities of healthcare.

The meaning of patient education revealed in this interpretive study of psychiatric nurses' stories suggests that further research should explore the phenomenon (a) with specific populations, (b) in different settings, (c) for power inequities associated with Being-in-Between, (d) for further understandings of the socio-political forces that impact on patient education in psychiatric nursing, and (e) to see if the Teaching Way and Seeing-Inside are components of the teaching-coaching function in other specialty nursing areas.
Notes: Source: Dissertation Abstracts International, Volume: 56-05, Section: B, page: 2556.

Thesis (ED.D.)--SOUTHERN ILLINOIS UNIVERSITY AT EDWARDSVILLE, 1995.

School code: 0509.