Improving Patient and Caregiver New Medication Education Using an Innovative Teach-back Toolkit.

Background: Patients and caregivers are often not adequately informed about new medications. Nurses can lead innovations that improve new medication education.

Local Problem: Healthcare Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores on medication questions trailed state and national levels in one Midwestern hospital.

The Collaborative Improvement Model: An Interpretive Study of Revising a Curriculum.

Curriculum revisions in nursing programs are necessary to maintain currency and ensure that nursing students are prepared to competently practice nursing. Yet, the research for curriculum revisions in nursing education is sparse, leaving nursing educators with a thin evidence base upon which to revise curricula. The purpose of this phenomenological and hermeneutical study was to understand the experiences of faculty members and students who used the Collaborative Improvement Model (CIM) at a midwestern nursing department as an approach to revise their curriculum.

Addressing health literacy: the experiences of undergraduate nursing students.

Aims And Objectives: To describe undergraduate nursing students' experiences of learning and providing patient education.

Background: To teach nursing students principles and practices of patient education, nurse educators design instructional strategies using educational and clinical practice guidelines, research and theories. This means teachers' approaches to teaching patient education are derived from evidence and support the evidence-based teaching movement.

Decentering resources: a phenomenological study of interpretive pedagogies in patient education.

The purpose of this interpretive phenomenological study was to document an innovative approach to teaching patient education where RN-Bachelor of Science in Nursing students, through an online course, learned and applied the interpretive pedagogies in patient education. The online course was the educational intervention which laid the groundwork of the study. Data were then collected from 9 of 18 students who took the course and agreed to participate.

Cultivating interpretive thinking through enacting narrative pedagogy.

Teachers and educational researchers in nursing have persisted in their attempts to teach students critical thinking and to evaluate the effectiveness of these efforts. Yet, despite the plethora of studies investigating critical thinking, there is a paucity of research providing evidence that teachers' efforts improve students' thinking. The purpose of this interpretive phenomenological study is to explicate how students' thinking can be extended when teachers use Narrative Pedagogy.

Experiencing chronic illness: cocreating new understandings.

This study was conducted as part of a research course in which new partnerships with area citizens and community-driven programs of research were developed. Working together, the teachers, students, and citizens were able to document their practical knowledge through conducting a study of the lived experiences of chronic illness using Heideggerian hermeneutical phenomenology. The pattern, Experiencing Chronic Illness: Cocreating New Understanding, and three themes emerged during the analysis of the data (a) focusing on functional status doesn't adequately account for the experience of chronic illness, (b) decentering the focus on the treatment of symptoms makes way for equally important discussions of meaning making in the context of chronic illness, and (c) the objectified language of healthcare covers over how chronic illness is experienced.