TY - JOUR
T1 - Toward a Framework for Patient Education
T2 - An Analysis of Enablement
AU - Stamler, Lynnette Leeseberg
PY - 1996/12
Y1 - 1996/12
N2 - Patient education is an activity that nurses engage in on a regular basis, yet in the literature it is seldom examined as a patient-centered process. The desire to describe the process of patient education in terms that were not content-driven was the guiding force for an examination of the concept of enablement. The purpose of this article is to describe an analysis that resulted in a definition of enablement and the identification of three components: means, abilities, and opportunities. Model, related, and contrary cases are provided. The findings of this examination are used to propose a potential framework for designing, implementing, and evaluating patient education across content areas.
AB - Patient education is an activity that nurses engage in on a regular basis, yet in the literature it is seldom examined as a patient-centered process. The desire to describe the process of patient education in terms that were not content-driven was the guiding force for an examination of the concept of enablement. The purpose of this article is to describe an analysis that resulted in a definition of enablement and the identification of three components: means, abilities, and opportunities. Model, related, and contrary cases are provided. The findings of this examination are used to propose a potential framework for designing, implementing, and evaluating patient education across content areas.
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U2 - 10.1177/089801019601400406
DO - 10.1177/089801019601400406
M3 - Article
C2 - 9146190
AN - SCOPUS:0030320737
SN - 0898-0101
VL - 14
SP - 332
EP - 347
JO - Journal of Holistic Nursing
JF - Journal of Holistic Nursing
IS - 4
ER -