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Biomedical subjects

B K Redman

Publications and source records attributed to B K Redman.

At least 37 records · Page 2Linked to original sources
PubMed1987

Organizational resources in support of patient education programs: relationship to reported delivery of instruction.

Two studies of patient education programs tested hypotheses regarding the relationship between structural, attitudinal, and resource variables and reported receipt of instruction by patients and delivery of instruction by providers. Three predictor variables--degree of structure for implementation, provider perception of reinforcement for doing patient education, and perceived payoffs from the program, were significantly related to measures of the dependent variable. Age of the program, administrator support for social change and staff support for the program, did not show significant relationships with receipt/delivery of instruction. Future studies might investigate: how coordinative functions are carried out rather than whether a coordinator for the program has been named, the relationship between financial condition of the hospital and ability to deliver patient education services, and the relationship between patient education resources and outcome variables such as health care services used and cost. Research about resources necessary to ensure adequate delivery of instruction to patients is as important as is research about resources necessary to ensure adequate delivery of instruction to patients is as important as is research about the design of instruction.

Data Collection↗
PubMed1985

New areas of theory development and practice in patient education.

Patient education, which is central to nursing practice, is evolving as a body of theory and in its application to groups of clients. This paper outlines a new body of theory known as self-efficacy theory, which has considerable potential to improve patient outcomes from teaching. This theory posits that patient belief that he can perform a necessary behaviour (self-efficacy) can be affected by four principal sources of information: performance attainments, vicarious experience, verbal persuasion, and perceived physiological states. This paper also describes new applications of patient education for psychiatric patients and notes the potential for the expanded educational services for geriatric patients. These programmes have the potential to save hospital costs and to improve quality of life but appear to be in early stages of programme development. Active development and management of a field's theory base and practice applications is fragmented in the patient education field but important to the field's continued relevance and vigour.

Aged↗
PubMed1978

On "problems" with integrated curricula in nursing.

Curriculum development is many things; it is the study of impact on students, a process through which faculty are moving. It usually does not represent a final decision- like all issues in higher education it is altered as different people and issues arise. The integrated curriculum movement in nursing, while a seminal change, has in a way been like a shadow- incompletely described with lack of clarity about base for comparison. It seems to have become the mode for many schools to develop their own conceptual frameworks and curricular plans. While adaptation to the local setting is expected, one must question how much of the total development effort is necessary and due in part to lack of fully developed curriculum models and dissemination and not building systematically toward improvement in the field. In such a situation we all may be making the same mistakes. If these identified "problems" are indeed just that, they all are amenable to correction. Each solution will require hard conceptual work.

Curriculum↗
PubMed1978

On the governance system of university schools of nursing.

We find ourselves as schools of nursing in a period in which external pressures are increasing on the school and the university as the public and its representatives require better accounting for the resources as assigned to the university and access to the decisions as to the use of the resources. At the same time, our systems of governance are not fully functioning and in many cases the dysfunctions consume faculty time rather than releasing time to the developmental tasks. This situation thus should not be ignored but must be dealt with to permit the growth to proceed.

Faculty, Nursing↗
PubMedDate not supplied

Cardiac rehabilitation in the elderly: improving effectiveness.

Heart disease is a major cause of mortality and morbidity among adults who are older than 65 years of age. One-third of cardiac operations on adults in the United States are performed on patients who are more than 65 years old, and almost half of the hospitalized candidates for an outpatient cardiac rehabilitation programs are in the older patient population. Structured educational program that include exercise and modification of risk factors have been shown to reduce the risk of subsequent coronary events; however, studies show that older adults enroll in these programs at a significantly lower rate than do patients in other age groups. Nurses and other healthcare professionals must eliminate barriers to participation and adapt their programs to meet the needs of older adults with cardiac disease to reduce morbidity, enhance functioning, and improve quality of life. In this article, the authors describe current knowledge about the efficacy and use of cardiac education and rehabilitation in elderly patients and suggest implications for future practice and research.

Age Factors↗
PubMedDate not supplied

Ethical conflicts reported by certified registered rehabilitation nurses.

The purpose of this study was to identify the types of ethical conflict reported by certified registered rehabilitation nurses (CRRNs) and their relationship to demographic, educational, and practice-setting variables. Ethical conflicts expressed by CRRNs in active practice in Maryland, Virginia, and the District of Columbia were analyzed according to four themes. Disagreements about medical or institutional practice, patients' rights, and payment issues were the most frequent practice contexts for ethical conflicts, reflecting these nurses' considerable underlying concerns about resource allocation in rehabilitation practice. Participants believed that 60% of the ethical conflicts were resolved, frequently through discussions with other team members and patients' family members. Ethics committees and consultants were used infrequently. There were no statistically significant relationships between the kinds of conflicts or their resolution and the participants' demographic, educational, and practice-setting variables.

Adult↗