A variety of educational interventions have been implemented in various studies. Different outcomes are expected in these studies because of the differences between the intervention and expected or measured outcomes that result from the empowerment programs. This might be due to the fact that empowerment differs across people, contexts, and times and could be considered as a nomological network, which includes intrapersonal, interactional, and behavioral components [22]. For example, in one study it was concluded that the internal locus of control as a component of patient characteristics was positively associated with the mental QoL component, in particular, the mental health score [18]. Additionally, it is a belief that nurses’ perceptions of what constitutes quality nursing care may influence their care of the person receiving HD [23]. Other factors such as age, disease stages, patient characteristics, co-morbidity, available social supports for patients, as well as background, attitudes and expertise of nurses make each nurse-patient relationship a unique experience. Thus, there is no unified educational prescription for different patients, or in other words, one size does not fit all.
A variety of educational interventions have been implemented in various studies. Different outcomes are expected in these studies because of the differences between the intervention and expected or measured outcomes that result from the empowerment programs. This might be due to the fact that empowerment differs across people, contexts, and times and could be considered as a nomological network, which includes intrapersonal, interactional, and behavioral components [22]. For example, in one study it was concluded that the internal locus of control as a component of patient characteristics was positively associated with the mental QoL component, in particular, the mental health score [18]. Additionally, it is a belief that nurses’ perceptions of what constitutes quality nursing care may influence their care of the person receiving HD [23]. Other factors such as age, disease stages, patient characteristics, co-morbidity, available social supports for patients, as well as background, attitudes and expertise of nurses make each nurse-patient relationship a unique experience. Thus, there is no unified educational prescription for different patients, or in other words, one size does not fit all.
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