Margarita Kanevski, Josephine N Booth, Tracy M Stewart, Sinead M Rhodes
Cognition and maths in children with Attention-Deficit/Hyperactivity disorder with and without co-occurring movement difficulties
Research in developmental disabilities
parenteducation practice nurses use learning principles lps helping parents develop knowledge skills required care children lps basic precepts learning comprising peoples beliefs behaviors reasoning processes lps underpin parents active engagement confidence building decisionmaking information provided becomes usable knowledge however ways nurses apply lps parenteducation practice poorly explained healthcare likewise descriptions parents learning experiences associated use lps nurseparenteducation interactions lacking study aimed explore describe nurses perceptions use lps parents learning experiences one healthcare organization using action research design 25 nurses 18 parent participants purposively recruited across metropolitan adelaide australia data collected observations semistructured interviews thematically analyzed simultaneously junedecember 2017 lps nurses used important parents learning experiences created three overarching themes 1 collaborative relationships 2 deepening learning insights 3 learning environment despite apparent use nurses struggled explicitly describe perceived lps believing knowledge use subconscious tacit however tacit knowledge hinders communication explanation lps used within parenteducation nurses memberchecking interview data helped stimulate nurses metacognition thinking thinking unlocking lps awareness nurses used lps practice knowledge tacit metacognition nurses started recognize ways lps influenced practice parents learning capabilities increasing healthcare constraints including time allowed parenteducation require nurses optimize use lps future research identify ways nurses communicate use lps potentially enhancing parents active learning experiences concordance health recommendations