Educational Activity of a Nurse in an Outpatient Department

This thesis focuses on educational activity of a nurse in an outpatient department. The introduction to the theoretical part identified educational activities, their types, phases, methods and forms.The aim of the thesis and the research question: The aim of the thesis was to find differences between educational activity of a nurse working in outpatient departments existing in hospitals and those out of hospitals. Methodology: The results of this thesis were obtained by a qualitative research method, namely semi structured interviews. One anonymous South Bohemian hospital was involved in the research, from which three nurses working at specialized outpatient departments were chosen. One anonymous South Bohemian outpatient clinic was another research subject. Three nurses working at specialized outpatient departments were chosen there as well. Results: Four categories, each consisting of several subcategories were based on the obtained data. In the first category called educational activity in an outpatient department we found that the educational activity for nurses in outpatient departments is based on education of a patient in health maintenance and restoration and education in prevention and treatment. In the first established subcategory called the applied educational methods we found that the nurses in the hospital as well as those in the outpatient clinic mostly apply dialogue and demonstration to education. In the second subcategory called the number of educated patients the empiric research showed that in average the number of educated patients is twice as high in the hospital as in the outpatient clinic. We were surprised that nurses in the hospital used an education record sheet to record their educational activity, while the nurses from the outpatient clinic did not keep any records. The second category identifies in what nurses can see the importance of patient education. Upon analyses of the result we can say that they can see it in the information source. This category consists of three subcategories. A subcategory dealing with attracting patient's attention to education showed that nurses gain patients with a smile, a kind word, motivation and commendation. The second subcategory was feedback, which showed that nurses get it orally. And the education topic the nurses meet is always specific for each particular type of department. The finding that various topics are educated in all the departments, but one topic is common, namely diet, where all the nurses educate patients in nourishment, was the result. The third category, education method choice was also established. There was a positive finding that nurses use various education methods, which they choose with regard to patient's state and needs. This category consists of two subcategories. The first subcategory was called the most effective educational method. All the nurses uniformly considered interview to be the most effective method. In subcategory educational material we found that nurses use leaflets or aids for injection application as educational material. The last chapter called influence on education was aimed at things that influence nurses' educational activity. A subcategory time for education was established here. One thing the nurses working in the hospital agreed on was that they did not have enough time for education. On the other hand the finding that the nurses from the outpatient clinic mentioned that they had enough time for education was a surprising result. Another subcategory searched for the proper environment. The answers here differed according to the place the nurses worked at. The nurses working in the hospital replied that they did not have suitable environment for education, while those from the outpatient clinic considered their environment acceptable. The last subcategory examined the obstacles to educational activities. The research showed that the nurses see obstacles in age and in lack of confidence in new technologies.