Home > Research > Publications & Outputs > Governance and health promotion

Links

Text available via DOI:

View graph of relations

Governance and health promotion: A case study of medication education

Research output: Contribution to journalJournal articlepeer-review

Published

Standard

Governance and health promotion : A case study of medication education. / Latter, S.; Yerrell, P.; Rycroft-Malone, J.; Shaw, D. S.

In: Health Education Journal, Vol. 59, No. 3, 01.01.2000, p. 253-266.

Research output: Contribution to journalJournal articlepeer-review

Harvard

APA

Vancouver

Author

Latter, S. ; Yerrell, P. ; Rycroft-Malone, J. ; Shaw, D. S. / Governance and health promotion : A case study of medication education. In: Health Education Journal. 2000 ; Vol. 59, No. 3. pp. 253-266.

Bibtex

@article{f2de6b0bd3ae47408c8f6107a09355f9,
title = "Governance and health promotion: A case study of medication education",
abstract = "Findings from a research study investigating nurses' educational preparation for and practice of their role in educating patients about medication identified that the inclusion of patient education in clinical interactions has implications for the governance of clinical practice - an agenda now being implemented in UK health contexts. A review of patient education, concordance (compliance), health promotion and pharmacology literature was undertaken to illuminate the current status of the evidence for effective medication interactions. Obser vation (n =48) and audio-recordings (n = 37) of nurse-patient interactions about medication were collected in seven different contexts focusing on adult and older-person, mental-health and community-nursing settings. Post-inter action interviews with nurse (n = 29) and patient (n = 39) participants were conducted to explore views on the observed interaction and to attempt to identify intended outcomes of the interactions. Issues highlighted by the research concern: the need for a pluralistic understanding of what might constitute the evidence base for practice; a requirement to recognise the com plexities of professionals' and patients' perspectives on what constitutes qual ity ; the need for caution in the application of generic 'standards' to individualised care contexts, coupled with the problem of what counts as effective outcomes. The recognition of such concerns is posited as a critical ingredient in the process of clinical governance.",
keywords = "Clinical governance, Medication, Patient education",
author = "S. Latter and P. Yerrell and J. Rycroft-Malone and Shaw, {D. S.}",
year = "2000",
month = jan,
day = "1",
doi = "10.1177/001789690005900306",
language = "English",
volume = "59",
pages = "253--266",
journal = "Health Education Journal",
issn = "0017-8969",
publisher = "SAGE Publications Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - Governance and health promotion

T2 - A case study of medication education

AU - Latter, S.

AU - Yerrell, P.

AU - Rycroft-Malone, J.

AU - Shaw, D. S.

PY - 2000/1/1

Y1 - 2000/1/1

N2 - Findings from a research study investigating nurses' educational preparation for and practice of their role in educating patients about medication identified that the inclusion of patient education in clinical interactions has implications for the governance of clinical practice - an agenda now being implemented in UK health contexts. A review of patient education, concordance (compliance), health promotion and pharmacology literature was undertaken to illuminate the current status of the evidence for effective medication interactions. Obser vation (n =48) and audio-recordings (n = 37) of nurse-patient interactions about medication were collected in seven different contexts focusing on adult and older-person, mental-health and community-nursing settings. Post-inter action interviews with nurse (n = 29) and patient (n = 39) participants were conducted to explore views on the observed interaction and to attempt to identify intended outcomes of the interactions. Issues highlighted by the research concern: the need for a pluralistic understanding of what might constitute the evidence base for practice; a requirement to recognise the com plexities of professionals' and patients' perspectives on what constitutes qual ity ; the need for caution in the application of generic 'standards' to individualised care contexts, coupled with the problem of what counts as effective outcomes. The recognition of such concerns is posited as a critical ingredient in the process of clinical governance.

AB - Findings from a research study investigating nurses' educational preparation for and practice of their role in educating patients about medication identified that the inclusion of patient education in clinical interactions has implications for the governance of clinical practice - an agenda now being implemented in UK health contexts. A review of patient education, concordance (compliance), health promotion and pharmacology literature was undertaken to illuminate the current status of the evidence for effective medication interactions. Obser vation (n =48) and audio-recordings (n = 37) of nurse-patient interactions about medication were collected in seven different contexts focusing on adult and older-person, mental-health and community-nursing settings. Post-inter action interviews with nurse (n = 29) and patient (n = 39) participants were conducted to explore views on the observed interaction and to attempt to identify intended outcomes of the interactions. Issues highlighted by the research concern: the need for a pluralistic understanding of what might constitute the evidence base for practice; a requirement to recognise the com plexities of professionals' and patients' perspectives on what constitutes qual ity ; the need for caution in the application of generic 'standards' to individualised care contexts, coupled with the problem of what counts as effective outcomes. The recognition of such concerns is posited as a critical ingredient in the process of clinical governance.

KW - Clinical governance

KW - Medication

KW - Patient education

U2 - 10.1177/001789690005900306

DO - 10.1177/001789690005900306

M3 - Journal article

AN - SCOPUS:0942285526

VL - 59

SP - 253

EP - 266

JO - Health Education Journal

JF - Health Education Journal

SN - 0017-8969

IS - 3

ER -