The meaning of patient satisfaction continues to evolve. Using a nursing model to measure patient satisfaction with nursing care delineates the concept from other measures of patient satisfaction.

The purpose of this study was to determine if specific breastfeeding education, provided by a lactation consultant in group classes for pregnant adolescents, would increase breastfeeding initiation among students enrolled in a high school adolescent pregnancy program. Ninety-one pregnant adolescents participated in the study and were divided into two groups: those who did not receive specific breastfeeding education and those who did, through the Breastfeeding Educated and Supported Teen (BEST) Club. There were no significant differences in breastfeeding initiation with regard to age or ethnicity. Of the 48 adolescents who received no specific education, 7 (14.6%) initiated breastfeeding. Of the 43 adolescents in the education group, 28 (65.1%) initiated breastfeeding, which indicates a significant difference between groups with regard to infant feeding choice (P < .001). The results of this study indicate that targeted educational programs designed for the adolescent learner may be successful in improving breastfeeding initiation in this population.

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There is considerable literature on nurse-managed clinics and client satisfaction with nurse practitioner care. However, the methodological weaknesses of satisfaction measures which are often used limits confidence in the study findings. Satisfaction measures typically lack reliability analysis and/or have limited validity testing. This descriptive, correlational study investigates the validity and reliability of a new measure, the Client Satisfaction Tool (CST) and determines the degree of satisfaction that clients at a newly established senior health clinic had with the primary care services they were receiving. The CST is based upon Cox's Interactional Model of Client Health Behavior and thus was explicitly developed to measure client satisfaction with a nurse practitioner model of care. A convenience sample of 38 clients completed the CST. Responses to the CST indicated that users of the senior health clinic were satisfied with the care they received. Reliability testing showed that the tool has high internal consistency (Chronbach's alpha was 0.956) and high stability (r = 0.974). Construct validity testing with measures of perceived health changes showed that the tool has both convergent (r = 0.599, P < 0.01) and divergent (r = 0.194, P > 0.10) validity. Thus, the CST is a methodologically sound measure of client satisfaction that can be used in future research that examines client satisfaction with nurse practitioner care.

Clinical experiences are an essential part of nursing education as students learn technical skills, build on critical thinking skills, and hone skills in patient teaching. To build competence and confidence in each of these skill areas, an innovative clinical experience for senior students enrolled in women's health nursing was developed to provide nursing care and independent discharge teaching for postpartum mothers. Faculty facilitated this clinical experience by designing a simulation laboratory for students to practice their maternal self-care teaching and infant care skills prior to beginning their clinical rotation. In the hospital, students spent a day independently prioritizing new mothers' need for education and teaching new mothers to care for themselves and their newborns. Students reported confidence in teaching maternal self-care and newborn care, and satisfaction with this unique clinical experience. This approach may assist students in transferring skills learned in simulation laboratories to clinical practice.