Learning and Change in Behavior of Nurses Who Participated in the Transitional Care Training Program Based on Dialogue with Patients and Families Using Two Questionnaire Surveys

Abstract

The purpose of this study was to clarify the learning contents of 53 hospital nurses who participated in the transitional care training program based on dialogue with patients and families, as well as changes in the implementation status of transitional care before and after the training program. Following completion of the training program, the learning contents were investigated through free description, and the contents of the description were qualitatively and descriptively analyzed. As a result, the learning contents were "power of dialogue," "means of dialogue that are not just words," "elements that establish a dialogue," "creating an environment where faces can be seen," and "creating an environment for mutual learning." The implementation status of transitional care was surveyed before and after the training program using an anonymous self-administered questionnaire and transitional care quality indicators. The paired t-test was used to examine the mean scores for each item. As a result, after the training program, the average score for "approve the patient's self-care behavior at home" increased significantly in transitional care for outpatients. The average score for 6 items in transitional care for inpatients, including "approve the patient's self-care behavior at home before hospitalization" increased significantly after the training program. A training program that reconstructed dialogue scenes with patients and their families using case studies resulted in learning about the effects of dialogue and elements that encourage dialogue. Furthermore, the findings suggested that the implementation status of support items that require dialogue between patients/families and nurses will increase.