UBC Theses and Dissertations
Effect of an instructional program on the use of the nursing process in practice Boyle, Barbara Ann Joyce
The purpose of this study was to examine the effect of an instructional program on the utilization of the nursing process by graduate nurses in the practice area, and on the attitude of the graduate nurse toward the nursing process. Patient records were audited before and after completion of an instructional program to determine the extent to which the nursing process was being used. A questionnaire to determine attitude toward the nursing process that was held by the graduate nurse, was administered to the study and control groups before and after completion of the instructional program. It was hypothesized that there would be no measurable difference in: 1. the frequency with which a defined data base is obtained on individual patients; 2. the number of patient problems identified; 3. the number of patient problems which are consistent with established criteria; 4. the planning phase of the nursing process; 5. the implementing phase of the nursing process; 6. the evaluating phase of the nursing process; or 7. the way in which the graduate nurse views the nursing process, before and after completion of an instructional program by such graduate nurses. All seven null hypotheses were retained, although there was a statistical significance obtained in three of the criteria in the planning phase between the comparison groups of nurses. Those nurses having been exposed to the instructional program, scored higher as a group on the following criteria. These were: 1. expected behavioural outcomes are established; 2. the expected behavioural outcomes are realistic; and 3. the expected behavioural outcomes are related to patient problems identified in the assessment phase. From this study other variables have been identified concerning the use of the nursing process by graduate nurses in the clinical area and their attitude toward it. However, the major limitation of the study was thought to be the inability to compare each nurse's performance, in the study group, in the use of the nursing process before and after completion of the instructional program.
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