A model for assessing learning readiness for self-direction of care in individuals with spinal cord injuries: a qualitative study.
Methods are needed for assessing and facilitating learning readiness for self-direction of care of individuals with spinal cord injury (SCI). With declining length of stay, self-direction of care is a major learning task for patients with permanent disability. A retrospective study of secondary data gathered from 30 nursing records was used to develop the Rehabilitation Learning Readiness Model for Spinal Cord Injury. The framework evolved from Orem's (1995) self-care deficit nursing theory and two self-directed adult learning models (Grow, 1991; Pratt, 1988). Using qualitative methods of analysis, five stages of learning readiness behavior (Dependent, Involvement, Engagement, Self-Initiation, and Self-Direction) and five corresponding nursing roles (Authority, Guide, Motivator, Mentor, and Consultant), emerged. Expert nurses corroborated the clinical significance of the model. The model is proposed as a conceptual paradigm for use by nurses to assess learning readiness challenges experienced by patients with SCI and to improve teaching roles and practices.
Olinzock
Barbara J
BJ
School of Nursing, University of North Florida, College of Health, Jacksonville, USA.
D000328:Adult; D000368:Aged; D005240:Feasibility Studies; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D008960:Models, Psychological; D009730:Nursing Assessment; D009742:Nursing Theory; D010243:Paralysis / Q000451:nursing / Q000523:psychology / Q000534:rehabilitation*; D010353:Patient Education as Topic; D012189:Retrospective Studies; D012648:Self Care / Q000523:psychology*; D013119:Spinal Cord Injuries / Q000451:nursing / Q000523:psychology / Q000534:rehabilitation*