This study compares the knowledge and attitudes of 60 patients in a state hospital about medication, before and after structured and unstructured medication education. The purpose was to determine which type of education has more positive effects. A pre- and post-test two-group experimental design was used. The results of this study were not statistically significant in supporting the literature that education has some effect on knowledge or on attitude about taking medication. The study showed similar effects of the method (structured versus unstructured) on increasing knowledge and attitude toward medication. Demographic data from the study suggest a variety of other factors may relate to attitudes and knowledge about medication in the hospital. This study suggests medication education should address demographic factors, incorporate multi-dimensional approaches, include more active patient participation, and utilize one-to-one teaching whenever possible.

No abstract

1. The long-term care setting has unique conflicts involving staff, patient, and interpersonal dynamics. 2. Early detection of conflict symptoms facilitates interventions that enhance positive outcomes. 3. Utilization of the nursing process will effectively guide one-to-one or group conflict management. 4. Successful conflict management can enhance retention of staff, lower costs, and improve patient care.

No abstract

No abstract