Patients' Perceptions of Patient Education as Enablement

Abstract

The efficacy of nursing interventions such as patient education from the recipient's or participant's viewpoint has been studied infrequently. This qualitative study examines perceptions of participants in childbirth classes, represented by Lamaze classes. Semi-structured interviews are conducted at three points during the pregnancy/birth/recovery process.

The seven participants were asked questions intended to elicit responses to the following research questions: (1) what are the reasons given for selecting and attending Lamaze classes when interviewed prior to attending; (2) what are the reasons given for selecting and attending Lamaze classes when interviewed after attending one or two classes; (3) what are the patient's perceived role(s) and task(s) during the birth process; (4) how does the perception of role(s) and task(s) change over time; and (5) does the patient perceive Lamaze classes as an enabling or non-enabling factor in fulfilling their perceived role(s) or task(s) during the birth process. The study data was the audio-taped interviews. Analysis of data was completed using both the computer software, Martin, and manual methods.

Themes noted in response to the first two research questions included information and preparation, control, husband, rite of passage, anxiety/relaxation and socialization. All participants assigned themselves the task of maintaining control, and most believed they needed to assist their husband during the birth process. The self-assigned tasks did not change over time. Three of the participants definitely believed that the classes had assisted them in achieving their goals, one was ambivalent, and three were equally sure that the classes had not met their needs.

The results of the study were compared to the theoretical concepts of enablement, mastery and role supplementation. Implications for nursing practice and education were offered, and further research areas identified.