Persistent Link:
http://hdl.handle.net/10150/276814
Title:
Patient education and compliance in the hypertensive elderly
Author:
Ramones, Valerie
Issue Date:
1988
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examined the difference among 3 patient education intervention strategies and compliance in the hypertensive elderly. The strategies were verbal instructions, written instructions and both verbal and written instructions. An ex post facto descriptive design was implemented based on a Cognitive Information Processing Theory of Learning. Forty subjects were recruited and interviewed. Data analysis revealed that compliance did not differ significantly with the type of educational strategy.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Patient education.; Patient compliance.; Hypertension -- Patients.
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College; Nursing
Degree Grantor:
University of Arizona
Advisor:
Murdaugh, Carolyn

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePatient education and compliance in the hypertensive elderlyen_US
dc.creatorRamones, Valerieen_US
dc.contributor.authorRamones, Valerieen_US
dc.date.issued1988en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examined the difference among 3 patient education intervention strategies and compliance in the hypertensive elderly. The strategies were verbal instructions, written instructions and both verbal and written instructions. An ex post facto descriptive design was implemented based on a Cognitive Information Processing Theory of Learning. Forty subjects were recruited and interviewed. Data analysis revealed that compliance did not differ significantly with the type of educational strategy.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectPatient education.en_US
dc.subjectPatient compliance.en_US
dc.subjectHypertension -- Patients.en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineNursingen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMurdaugh, Carolynen_US
dc.identifier.proquest1335061en_US
dc.identifier.oclc22443246en_US
dc.identifier.bibrecord.b1742902xen_US
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