Patient education has been studied within the domains of knowledge, problem-solving, and perceived importance of the information that is taught. May et al.4 concluded that the acquisition of knowledge did not translate into better problem-solving capabilities even though a patient may perceive a topic as important. Individual interactions may be more effective than traditional classes for the adult learner. Through direct teaching with the patient and family, nurses are able to focus on areas of importance for community reentry, e.g. bowel and bladder management training and skin integrity maintenance.