Thesis (M.S.)--University of Wisconsin-Madison, 1988. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1990. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 38-49).

Thesis (M.S.)--University of Wisconsin--Madison, 1980. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 80-84).

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 79-84).

Thesis (Ph.D.)-- University of Wisconsin--Madison, 2006. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 152-169).

M.Cur. (Advanced Midwifery and Neonatal Nursing Science) / The aim of this study was to explore and describe antenatal education needs of low-risk pregnant clients receiving basic antenatal care in the public health setting, in a health care facility in Tshwane. Very little antenatal education is being given to pregnant clients receiving basic antenatal care in the public health setting, in contrast to antenatal education provided to women who make use of private health care facilities during their pregnancy and attend private antenatal classes. The need for antenatal education of clients receiving care in the public health setting may well be intensified due to the often marginalised circumstances from which these clients originate and a lack of informal learning opportunities on childbirth, coupled with the possibly aggravating influence of cultural practices which may be harmful to both mother and child. Not having access to this education may negatively affect the pregnancy, birth, and postnatal period. The lack of antenatal education often causes woman to unnecessarily seek medical help at already overloaded clinics, which could be prevented if the women received proper antenatal education. The opposite is also true: many women do not seek medical help in time because of a lack of antenatal education. Through a qualitative study, antenatal educational needs of clients receiving basic antenatal care in a community health setting in Tshwane within the public health setting, were explored and described. The specific needs which should be addressed were identified by the clients through individual interviews, as well as by the health care workers caring for them, through focus group interviews. Both the interviews and focus groups were audio-taped, transcribed and analysed using Tesch’s steps to qualitative data analysis. An independent coder was used to ensure trustworthiness. This analysed data was compared to the relevant available literature and was found to be corresponding. The identified needs were then utilised to make recommendations for midwifery practice to meet the antenatal educational needs, including a proposed programme to be presented in the public health setting in Tshwane to clients receiving basic antenatal care. The programme suggests three education classes which can be presented, addressing all the needs identified through the study. Recommendations for midwifery education and further research were additionally presented.

M.Phil. (Biokinetics) / Although coronary artery bypass graft (CABG) is well-established worldwide as a safe, effective operation for the treatment of coronary artery disease (CAD), it is an invasive procedure that often leaves patients feeling very anxious about the recovery process. The post-surgery phase should not only entail exercise intervention, but should also be paralleled with education and counselling to encourage patients to become responsible for the management of their own health and to achieve good functional capacity and quality of life (QoL). This prospective longitudinal study was aimed at achieving return to health and wellness in a group of CABG patients (n=18) with a mean age of 65 years. Four questionnaires were administered at the pre- and post-test, including Stone’s Heart Disease Risk Factor Questionnaire (1984), Paffenbarger Physical Activity Questionnaire (1978), Hawkes and Nowak Nutrition Knowledge Questionnaire (1998) and the Quality of Life Questionnaire. Morphological variables, biological and physiological fitness parameters, and health-related fitness were also assessed at the pre- and post-test. Prescribed exercise and lifestyle modifications were employed over twelve weeks, with emphasis on healthier nutrition and improved mental health. The level of significance was set at 5% (p ≤ 0.05) and 1% (p ≤ 0.0167). The findings in this study reflected significant improvements in heart disease risk, kilocalorie expenditure, nutrition knowledge, physical and mental QoL, waist circumference, body fat percentage, resting and recovery systolic blood pressure, aerobic endurance, flexibility, agility and dynamic balance, and lower-body strength. However, no significant changes were found in distance walked per day, body weight, body mass index, resting heart rate, resting diastolic blood pressure, blood cholesterol, maximum heart rate, maximum systolic and diastolic blood pressure, rating of perceived exertion, recovery heart rate, and recovery diastolic blood pressure. In addition, a deleterious change was found in blood glucose. Significant improvements were noted in the QoL and nutrition knowledge of this group of participants. The role limitations due to physical health reflected the most prominent improvement, indicating that the intervention positively influenced overall health, wellness, and activities of daily living. This study concluded that cardiac rehabilitation encompassing exercise intervention, nutrition guidelines, and psychosocial advice has been successful in improving the QoL of patients who have undergone CABG surgery.

Problématique : Un tiers des personnes âgées de plus de 65 ans chute chaque année. Pourtant, les recommandations professionnelles de réduction des risques domiciliaires sont peu suivies par les habitants en raison de leur résistance à des aménagements qui leur sont imposés. A l’origine de ce phénomène, nous présumons l’existence d’une identité-logement, forme d’identité spatiale construite, qui complexifierait le rapport entre l’individu et son lieu de vie. Objectifs : Cette recherche qualitative vise à modéliser les processus d’apprentissage constituant l’identité-logement pour envisager une éducation thérapeutique du patient (ETP) chuteur lui permettant de participer pleinement à l’aménagement de son domicile. Méthode : Suivant la méthode de théorisation ancrée, nous avons élaboré notre modèle grâce à une comparaison constante entre nos résultats et les données recueillies. Dix entretiens semi-directifs ont été menés auprès de seniors chuteurs avec l’utilisation d’une carte mentale du logement (CML). Résultats : L’identité-logement comprend deux sentiments. Au centre, le sentiment de continuité temporelle, se compose des routines et connaissances del’individu dans son cycle présent, liées à ses souvenirs et projections futures. Le sentiment d’unité et de cohérence contient le sentiment de continuité, et impulse chez l’habitant des stratégies de défense pour protéger son identité-logement ainsi que des processus d’apprentissage pour la faire évoluer. Discussion : L’identité-logement se traduit par un « agir compétent » en situation au domicile. Elle est rendue dynamique par des stratégies d’apprentissage « constructivistes » permettant à la personne d’assimiler de nouvelles connaissances et de s’accommoder à l’évolution de la situation. Notre modélisation permet d’envisager une ETP sous forme d’accompagnement éducatif autour du projet d’aménagement. La CML serait utilisée pour caractériser l’évolution de l’identité-logement. Conclusion : Des recherches complémentaires permettraient de valider la CML et de tester empiriquement notre modèle. / A third of adult above 65 years of age, fall every year. Nevertheless, professional recommendations to reduce home hazards are rarely followed by the inhabitants due to their reticence to accept the modification of their living space that is imposed on them. At the origin of this phenomenon, what we term Home-Identity, a form of constructed spatial identity, which would render the relation between the individual and where he/she lives more complex. Objectives: This qualitative research aims to establish the model of the learning processes constituting Home-Identity so as to envisage a Therapeutic Patient Education (TPE) which would allow elderly fallers to fully participate in the modification of his/her home. Method: Using the grounded theory method we developed our model by continually comparing our results and the acquired data. Ten older adults fallers were interviewed with semi-direct guidance and a mental map of the home (MPH). Results: Home-Identity includes two feelings. At the center, the feeling of temporal continuity arises from the individual's present cycle of routines and knowledge which are linked to memories and projections into the future. The feeling of unity and coherence contains the feeling of continuity. It creates in the inhabitant defense strategies to protect his/her Home-Identity and learning processes to make it change. Discussion: Home-Identity leads to “competently acting” in situation at home. It is made dynamic by "constructivists” learning strategies which would allow the individual to assimilate new knowledge and to accommodate the changes of situation. Our model leads to envisage TPE in the form of educational support to home hazards modification. The MPH would be used to characterize the evolution in Home-Identity. Conclusion: Additional research will allow to validate the MPH and empirically test our model.

This experimental study was designed to determine the effectiveness of a structured preoperative teaching programme for the adult surgical patient as measured by several indicators. The major questions asked in this study were: What are the effects of a structured preoperative teaching programme upon the adult surgical patient's length of hospital stay, postoperative complications, number of analgesics administered postoperatively, recall of knowledge explained preoperatively, and satisfaction with his preoperative teaching. This study was conducted over a four month period, on one surgical ward of a large general hospital. A total of forty subjects met the criteria of the study, and their informed consent was obtained. The first twenty subjects were assigned to the control group, and received the unstructured, pre-existing preoperative instruction from the staff nurses. The second twenty subjects made up the experimental group and received structured preoperative teaching in small groups conducted by the investigator, with the aid of a slide-taped programme developed specifically for the study. Prior to discharge, each subject was given two questionnaires to complete, and data were collected by means of a patient profile sheet. The two groups of subjects were found to be similar when compared on selected characteristics. The alternative hypotheses of the study were analyzed by means of a t-test, and chi square test at the .05 level of significance. The results revealed no significant effect of the structured preoperative teaching programme upon the adult surgical patient's length of hospital stay, postoperative complications, number of analgesics administered postoperatively, or the degree of satisfaction attained from the preoperative teaching he received. However, statistical significance was found for the patient's ability to recall knowledge explained preoperatively. Implications of this study and recommendations for future research were also suggested. / Applied Science, Faculty of / Nursing, School of / Graduate

A survey was conducted during the months of June and July 1976 at the Willow Chest Clinic in Vancouver, British Columbia, using a questionnaire designed to test tuberculosis patients' knowledge on the cause, course, treatment and prevention of tuberculosis, and their attitude towards the patient education process. The questionnaire was administered to 159 new active tuberculosis patients attending the Clinic for follow-up treatment. Approximately half of this population had been hospitalized at Pearson Hospital during their initial treatment phase, while the other half was treated at the Willow Chest Clinic since the diagnosis of the disease. A control population of 162 patients matched by age, sex, education and ethnic origin was selected from patients attending the Clinic for other respiratory diseases. The objective of the study was to compare hospital versus clinic education of tuberculosis patients in Vancouver, since the product and the process of patient education have an important impact on the treatment and control of tuberculosis. The tuberculosis patients knew more about the disease than the non-tuberculosis patients. The Hospitalized patients had consistently and significantly higher scores than the Control group. The Non-Hospitalized patients had statistically higher scores than the Control only in the area of knowledge of treatment of tuberculosis. The patients who had been hospitalized knew more about the disease than patients who were treated on an ambulatory basis since the diagnosis of the disease. Biases such as that resulting from the selection process of the Study and Control groups, the design and administration of the questionnaire could have contributed to the differences in the scores. Age, education and ethnic origin were found to have significant impact on the knowledge of the patients. However, these variables had been adjusted for in the final analysis of the scores. Since the hospital had provided more patient education opportunities than the clinic, the higher scores could be due to the patient education process. Patient education could have increased the knowledge of tuberculosis among the hospitalized patients. The importance of good communication in patient education was reiterated. That these different groups of patients, by virtue of their differences in age, education and ethnic origin, had their unique education needs was evident from the patients' response. Hence different means of communicating disease information in varying amounts would be necessary. The use of non-tuberculosis patients to estimate the level of knowledge of tuberculosis patients prior to their disease has not been completely satisfactory. It is recommended that future patient education programs have mechanisms for evaluation built into their design. This would allow a better assessment of the effectiveness of patient education. / Medicine, Faculty of / Population and Public Health (SPPH), School of / Graduate