Abstract
The efficacy of nursing interventions such as patient education from the recipient's or participant's viewpoint has been studied infrequently. This qualitative study examines perceptions of participants in childbirth classes, represented by Lamaze classes. Semi-structured interviews are conducted at three points during the pregnancy/birth/recovery process. The seven participants were asked questions intended to elicit responses to the following research questions: (1) what are the reasons given for selecting and attending Lamaze classes when interviewed prior to attending; (2) what are the reasons given for selecting and attending Lamaze classes when interviewed after attending one or two classes; (3) what are the patient's perceived role(s) and task(s) during the birth process; (4) how does the perception of role(s) and task(s) change over time; and (5) does the patient perceive Lamaze classes as an enabling or non-enabling factor in fulfilling their perceived role(s) or task(s) during the birth process.
Sigma Membership
Gamma Pi at-Large, Phi, Tau Upsilon, Xi Lambda
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Patient Education, OBGYN Nurses, Female Patients
Advisor
Madeleine T. Martin
Degree
PhD
Degree Grantor
University of Cincinnati
Degree Year
1994
Recommended Citation
Stamler, Lynnette Leeseberg, "Patients' perceptions of patient education as enablement" (2020). Dissertations. 1488.
https://www.sigmarepository.org/dissertations/1488
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-01-17
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9424555; ProQuest document ID: 304098090. The author still retains copyright.