授权理论在病人健康教育中的应用进展

介绍了授权理论的概念、理论框架、授权的实施步骤、授权教育的特点、授权的内涵及授权健康教育研究现状。     

授权理论在糖尿病教育中的应用现状

介绍了授权理论产生的背景、构成要素,阐述了国内外对以授权理论为指导的糖尿病教育研究现状及其以授权理论为指导的糖尿病教育原则、教育特点、评价工具.     

授权理论在糖尿病教育中的应用现状

介绍了授权理论产生的背景、构成要素，阐述了国内外对以授权理论为指导的糖尿病教育研究现状及其以授权理论为指导的糖尿病教育原则、教育特点、评价工具。     

授权教育在终末期肾病病人自我管理中的应用现状

介绍了授权及授权理论的定义、内容、特点、步骤、原则,综述了授权教育在终末期肾病病人自我管理中的应用现状。     

授权理论在维持性血液透析患者健康教育中的应用

目的探讨以授权理论为指导的健康教育对维持性血液透析患者自我效能及抑郁程度的影响。方法将71例维持性血液透析患者随机分为实验组36例和对照组35例。实验组采用以授权理论为指导的健康教育,对照组采用常规健康教育。结果实施授权教育3、6个月时,实验组自我效能得分高于对照组(P<0.01),抑郁评分低于对照组(P<0.01或P<0.05)。结论授权教育能有效提高血液透析患者的自我效能,降低抑郁程度。     

运用授权理论对糖尿病糖调节受损患者实行行为改变的研究

目的 探讨运用授权理论对新诊断的糖调节受损(IGR)及糖尿病(DM)患者进行授权教育的效果.方法 对54例初次诊断为糖尿病以及IGT、IFG的患者进行为期1年的糖尿病授权教育.分别于授权教育前后,对54例患者检测其血糖、体质量、BMI、收缩压、舒张压、腰围、腰臀比及脂联素.授权教育分为5个步骤:明确问题、表达感情、设立目标、制订计划、评价结果.结果 实行授权教育后,患者的各项指标均有显著改善,P＜0.05.结论 授权教育使患者主动改变生活方式,取得行为改变的目标.     

授权原理与多阶段改变理论相结合的教育模式对老年糖尿病患者饮食自我管理的影响

目的探讨授权原理与多阶段改变理论相结合的教育模式与传统的糖尿病教育模式对老年2型糖尿病患者饮食行为的影响。方法将118例老年2型糖尿病患者随机分成两组,对照组采用常规的教育方法;干预组采用授权原理与多阶段改变理论相结合的教育方法。比较两组患者糖尿病授权简化量表(C-DES-SF)、糖尿病自护行为量表(SDSCA)及糖尿病自我效能量表(DSES)得分及饮食行为改变阶段频数。结果干预组患者,C-DES-SF,SDSCA,DSES得分较对照组明显提高(P0.05)。结论运用授权原理与多阶段改变理论相结合的教育模式,能帮助老年糖尿病患者提高授权能力及饮食自我管理水平。     

团队式授权教育对老年2型糖尿病病人的影响

[目的]探讨团队式授权教育对老年2型糖尿病病人授权能力、自我管理行为及糖化血红蛋白的影响。[方法]采用随机数字表法,将90例2型糖尿病病人分为对照组45例和试验组45例。对照组采用常规糖尿病教育与管理,试验组采用授权理论为指导糖尿病教育,干预时间为3个月,分别在干预前、干预后第3个月评估病人的授权能力、自我管理行为及糖化血红蛋白水平。[结果]干预后试验组病人授权能力、自我管理行为及糖化血红蛋白水平显著优于对照组,差异均有统计学意义(P0.05或P0.01)。[结论]对老年2型糖尿病病人实施以授权理论为指导的管理教育,能提高其授权能力,改善自我管理行为,降低糖化血红蛋白水平。     

授权理论在糖尿病“看图对话”教育中的应用

[目的]探讨授权理论结合“看图对话”工具对应用胰岛素治疗病人的影响。[方法]将208例应用胰岛素治疗者随机分为两组,对照组采用传统教育,试验组采用授权教育,分别于出院后6个月对两组血糖、糖化血红蛋白、胰岛素注射不良反应、授权能力、自护行为进行分析。[结果]干预后6个月试验组低血糖发生率、皮下硬结发生率、空腹血糖、餐后2h血糖明显低于对照组（P〈0．05）;试验组授权能力、自护行为得分明显高于对照组（P〈0．05）。[结论]授权理论应用于“看图对话”教育中,对接受胰岛素治疗病人能够显著提高授权能力和自我护理能力,是改善治疗效果、提高注射安全性的有效方法。     

授权理论在糖尿病“看图对话”教育中的应用

[目的]探讨授权理论结合"看图对话"工具对应用胰岛素治疗病人的影响。[方法]将208例应用胰岛素治疗者随机分为两组,对照组采用传统教育,试验组采用授权教育,分别于出院后6个月对两组血糖、糖化血红蛋白、胰岛素注射不良反应、授权能力、自护行为进行分析。[结果]干预后6个月试验组低血糖发生率、皮下硬结发生率、空腹血糖、餐后2h血糖明显低于对照组(P0.05);试验组授权能力、自护行为得分明显高于对照组(P0.05)。[结论]授权理论应用于"看图对话"教育中,对接受胰岛素治疗病人能够显著提高授权能力和自我护理能力,是改善治疗效果、提高注射安全性的有效方法。     

运用授权理论对维持性血液透析患者生化指标的影响

目的 探讨以授权理论为指导的授权教育对维持性血液透析患者生化指标的影响。 方法 将71例维持性血液透析患者随机分为对照组35例和试验组36例。对照组采用常规健康教育,试验组在常规健康教育基础上采用以授权理论为指导的健康教育。 结果 试验组患者血浆白蛋白水平明显高于对照组(F=8.440,P<0.01),血肌酐水平低于对照组(F=5.153,P＜0.05)。2组血红蛋白比较,差异无统计学意义(F=0.582,P>0.05)。 结论 授权教育能改善血液透析患者生化指标水平。     

The effect of problem-based learning on nursing students' perceptions of empowerment

This study tested Kanter's structural empowerment theory within a university nursing student population. Differences in perceptions of empowerment among nursing students enrolled in either a problem-based learning (PBL) or a conventional lecture learning (CLL) program were examined, as well as the relationship between perceptions of structural empowerment in the learning environment and feelings of psychological empowerment. Participants completed measures of structural and psychological empowerment adapted to educational settings, as well as measures related to exposure to various learning strategies in their programs and clinical problem-solving abilities. Students in the PBL program (n = 41) had significantly higher perceptions of structural and psychological empowerment than students in the CLL program (n = 67). Regardless of academic program, structural empowerment was strongly positively related to psychological empowerment. The results of this study are the first to support the applicability of Kanter's theory to nursing education settings.     

授权理论在社区冠心病介入治疗术后患者教育中的应用研究

目的探讨应用授权理论在社区对冠心病介入治疗后患者进行健康教育的方法与作用。方法选择在苏州市各医院行冠心病介入治疗的术后出院患者各34例作为干预组与对照组研究对象,干预组实施以授权理论为指导的社区冠心病介入治疗术后健康教育,2组患者在干预前后分别填写《冠心病授权量表》,比较冠心病授权能力,观察2组患者干预后6个月的临床随访及冠状动脉造影检查结果。结果干预后干预组冠心病授权简化量表各项目得分与总分明显高于干预前,也高于同期对照组水平;6个月随访结束时,干预组患者心绞痛发生率、冠状动脉造影检查再狭窄的发生率明显低于对照组。结论授权理论指导下的“冠心病介入治疗术后健康教育”能有效提高患者在心理社会方面的技能,并能有效提高冠心病介入治疗后的远期疗效。     

Towards a comprehensive theory of nurse/patient empowerment: applying Kanter's empowerment theory to patient care

spence laschinger h.k., gilbert s., smith l.m. & leslie k. (2010) Journal of Nursing Management 18, 4–13
Towards a comprehensive theory of nurse/patient empowerment: applying Kanter's empowerment theory to patient care
Aim  The purpose of this theoretical paper is to propose an integrated model of nurse/patient empowerment that could be used as a guide for creating high-quality nursing practice work environments that ensure positive outcomes for both nurses and their patients.
Background  There are few integrated theoretical approaches to nurse and patient empowerment in the literature, although nurse empowerment is assumed to positively affect patient outcomes.
Evaluation  The constructs described in Kanter's (1993) work empowerment theory are conceptually consistent with the nursing care process and can be logically extended to nurses' interactions with their patients and the outcomes of nursing care.
Key issues  We propose a model of nurse/patient empowerment derived from Kanter's theory that suggests that empowering working conditions increase feelings of psychological empowerment in nurses, resulting in greater use of patient empowerment strategies by nurses, and, ultimately, greater patient empowerment and better health outcomes.
Conclusions  Empirical testing of the model is recommended prior to use of the model in clinical practice.
Implications for Nursing Management  We argue that empowered nurses are more likely to empower their patients, which results in better patient and system outcomes. Strategies for managers to empower nurses and for nurses to empower patients are suggested.     

Nurse empowerment,job-related satisfaction,and organizational commitment

Developing nursing care and the new technologies involved also require nurses to learn continuously and update their expertise. Attention has also been paid to the attractiveness of the profession-its ability to attract young people and retain nurses currently working in the profession. The concept of empowerment has been widely adopted in nursing research and in development of nursing care, education, and management. In the literature it has generally considered in the context of organizations' functioning and personnel management methods. In the psychological theory, used in this study, empowerment is seen as a process of personal growth and development. The qualities, values, and endeavours inherent in the individual as well as environmental factors are key factors here. The purpose of this article is to describe the results of a quantitative study (n = 416) dealing with nurse empowerment and to identify the background factors significant for its realization. Consistent with numerous previous studies, job satisfaction and organizational commitment were found to be crucial elements of nurse empowerment, too.     

The impact of nurse empowerment on job satisfaction

Title. The impact of nurse empowerment on job satisfaction. Aim. This paper is a report of a study conducted to test Kanter’s organizational empowerment theoretical model specifying the relationships among demographics, structural empowerment, and job satisfaction. Background. Empowerment has become an increasingly important factor in determining nurses’ job satisfaction in current restructured work environments in China. Methods. A correlational, cross‐sectional design was used to test Kanter’s organizational empowerment model with a sample of 650 full‐time nurses employed in six Chinese hospitals in 2007, with a response rate of 92% (n = 598). The instruments used were the Demographic Data Questionnaire, Conditions of Work Effectiveness Questionnaire‐II, and Job Satisfaction Scale. Results. The three lowest scoring items for Conditions of Work Effectiveness Questionnaire‐II were resources, opportunity and informal power. The job satisfaction items revealing most dissatisfaction were workload and compensation, professional promotion, amount of work responsibility, work environments, and organizational policies. A statistically significant positive correlation was found between empowerment and job satisfaction (r = 0·547, P < 0·01). The demographic factors influencing empowerment were work objectives and age. The influencing factors for job satisfaction were work objectives and education level. Conclusion. The results provide support for Kanter’s organizational empowerment theory in the Chinese nurse population. Nurses who view their work environments as empowering are more likely to provide high quality care. Enhancing empowerment in a supportive environment would allow nurses to experience satisfaction with their jobs.