The researchers conducted this descriptive replication study to identify preoperative teaching content deemed important by patients and nurses in ambulatory surgery settings. Thirty ambulatory surgery patients and 29 perioperative nurses participated in the study, which was conducted at a midsized hospital in the southeastern United States. Patients ranked situational information (eg, explaining activities, events) as the most important teaching content areas, whereas nurses ranked psychosocial support (eg, dealing with worries, concerns) as the most important. Patients preferred to have teaching conducted before they were admitted for ambulatory surgery, whereas nurses believed that some teaching could take place after admission. The study results suggest that addressing patients' priorities and initiating teaching earlier in the perioperative process is crucial to ambulatory surgery patients' postoperative outcomes.
Nursing education bas recently begun to shift to a more emancipatory learning format. In accord with Freiré, many nursing classrooms currently use dialogical teaching approaches as an integral part of the education process. There are many students unable to share in the process of dialogue because of reticence. Reticence is a personality quality in which a person is reluctant to speak. While dialogue appears to be a way to promote learning and is intended to result in emancipation for students, it may result in subjugation for the shy, reticent student. The literature does not provide information regarding the impact of reticence on the student in higher education, particularly the student in a profeesional program. This article discusses the impact of reticence on the learning experiences of nursing· students and the effects of classroom dynamics and teaching methodologies used with nursing students.
Rapid technological advances in health care delivery, changes in health care financing, and the increasing number of elderly in the American population have resulted in dramatic alterations in the nature and scope of health care, the needs of health care consumers, and the practice of nursing. A descriptive research study was conducted with 113 respondents from accredited generic baccalaureate nursing programs across the continental United States and the Virgin Islands to determine the presence or absence of current health care emphases and essential nursing knowledge and skills in professional nurse education curricula. Findings revealed that, with few exceptions (e.g., computer literacy, economics, legal issues), content addressing current health care emphases and essential knowledge was integrated within one or more required courses in most nursing curricula. Differences were noted in the teaching strategies used by different types of nursing programs and in different locations.
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