Kaymakçi Senay, Yavuz Meryem, Orgun Fatma
Surgical Nursing Department, University of Ege School of Nursing, 35100 Izmir, Turkey.
Nurse Educ Today. 2007 Jan;27(1):19-25. doi: 10.1016/j.nedt.2006.02.005. Epub 2006 Apr 21.
Patient education has been widely used by medical schools and schools of nursing as a method for evaluating clinical performance. Training of patients provides a viable method for teaching and evaluating nurse practitioner students as they progress through their educational programs toward clinical competency. Evaluation of patient education experience provided objective and valid information regarding the students' delivery of didactic information and ability to apply knowledge in the clinical setting. The purpose of this article is to describe the preparation of materials for preoperative patient education and to evaluate patient education carried out by second-year students of the University Of Ege School Of Nursing. In this study, students, patients and lecturers evaluated patient education carried out by the nursing students. Criteria including relationships between people (listening, talking and communication ability), and behavior before education (prepare topic content, develop appropriate material for the topic, communicate which topic will be explained, etc.) and during education (attract listeners' attention to the topic, give information about the target, present the content and material of the subject well, etc.) were appraised. According to the results of evaluation, the education carried out by the students achieved the highest score from patients; the students gave the second-highest score. The lecturers gave scores that were lower than those of students and patients. At the end of this study, it has been found that patients were pleased with the education prepared according to their individual requirements and the students were pleased with giving education with the material they have prepared employing their own creativity.
患者教育已被医学院校和护理学院广泛用作评估临床能力的一种方法。对患者进行培训为教学和评估执业护士学生提供了一种可行的方法，因为他们在教育计划中朝着临床能力迈进。对患者教育经历的评估提供了关于学生传授理论知识以及在临床环境中应用知识能力的客观有效信息。本文的目的是描述术前患者教育材料的准备情况，并评估伊兹密尔埃杰大学护理学院二年级学生开展的患者教育。在这项研究中，学生、患者和讲师对护理专业学生开展的患者教育进行了评估。评估标准包括人际关系（倾听、交谈和沟通能力），以及教育前的行为（准备主题内容、为主题编写合适的材料、告知将讲解的主题等）和教育过程中的行为（吸引听众对主题的关注、提供关于目标的信息、很好地呈现主题的内容和材料等）。根据评估结果，学生开展的教育从患者那里获得了最高分；学生给自己的评分排第二。讲师给出的分数低于学生和患者给出的分数。在这项研究结束时，发现患者对根据他们的个人需求准备的教育感到满意，学生对用他们自己创造性编写的材料进行教育感到满意。
