Sitzman K L
University of Utah, College of Nursing, Salt Lake City, Utah, USA.
AAOHN J. 2001 Jul;49(7):329-35.
Teaching and intervention are integral aspects of professional nursing practice. Numerous publications encourage the use of specific teaching intervention techniques, but few are validated by studies conducted to assess actual teaching behaviors of nurses who administer successful teaching intervention programs. This is a case study of one occupational health nurse who administers a highly effective ergonomic program for employees in a large urban hospital. Themes identified during observation of nurse and client interactions include mindfulness on the part of the nurse, respect for client autonomy, nurse effort, nurse accessibility, and professional distance. A consistent teaching process identified during observation consists of six steps: inquiry, invitation, assessment, synthesis, validation, and progression. This six step process is embedded within identified themes. Teaching and intervention methods identified in the study are a synthesis of caring behaviors and nursing process. This integrated method is entitled "Effective Teaching Through Unified Process and Caring Interpersonal Behavior." It may represent a valid teaching and intervention method supporting compliance and positive client outcome when interacting with clients requiring ergonomic teaching and intervention.
教学与干预是专业护理实践不可或缺的方面。众多出版物鼓励使用特定的教学干预技巧，但通过评估实施成功教学干预项目的护士实际教学行为的研究来验证的却很少。这是一个关于一名职业健康护士的案例研究，该护士为一家大型城市医院的员工实施了一个高效的人体工程学项目。在观察护士与客户互动过程中确定的主题包括护士的正念、对客户自主权的尊重、护士的努力、护士的可及性以及专业距离。观察期间确定的一个一致的教学过程包括六个步骤：询问、邀请、评估、综合、验证和推进。这个六步过程嵌入在确定的主题之中。该研究中确定的教学与干预方法是关怀行为与护理过程的综合。这种综合方法被称为“通过统一过程和关怀人际行为实现有效教学”。当与需要人体工程学教学和干预的客户互动时，它可能代表一种有效的教学和干预方法，有助于提高依从性并取得积极的客户结果。
