Competencies, expectations, and preparation for the patient-teaching role in nursing

Abstract

Problem Statement. Criticism of patient-teaching practices and inadequate role preparation have been reported. Registered nurses are forefront in the health educator cadre, yet problems of ineffective teaching, inadequate teaching skill preparation, and inconsistent commitment to patient-teaching has been well documented. Purpose. The purpose of this investigation was to delineate competencies elemental to the patient-teaching role, and to determine role expectations and preparations based upon the competencies. Methodology. This descriptive research was conducted as a two-part study which first identified, through a Delphi process, 82 behaviors essential to competent patient-teaching practices. A survey instrument was developed, based upon the competencies, from which data were collected regarding role expectations and role preparation. Subjects included 21 nurse educators, one representing each baccalaureate nursing program in Texas, and 21 patient-teacher specialists from Houston (Texas), representing 18 different health care facilities. Five nonparametric tests were employed to analyze the data. Within and between group homogeneity of perceptions (responses) was evaluated with the Kolmogorov-Smirinov one-sample and two-sample tests. A Chi Square contingency table format was used to evaluate the significance of response differences, and Spearman rank correlation coefficients were calculated to determine the extent of response associativeness. Wilcoxon's signed-rank matched-pairs test was used when comparing each group's competency expectations and perceptions. Conclusions. Based upon the results of this investigation, the following conclusions are presented: (1) There were significant differences within the group's competency perceptions and between the Specialists' and Educators' perceptions of patient-teaching competencies. (2) There were significant differences in the ranks of Specialists' perceptions of patient-teaching competencies. (3) There were significant differences in the ranks of Educators' competency perceptions and in the perceptions of ideal versus actual competency preparation.