Exploring the Message Framing of Communication of Nurses in Health Education Clinic of Chronic Kidney Disease

• Main Authors: Min-Yun Lu, 陸敏筠
• Other Authors: 楊文惠
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/87814864984319326613

碩士 === 中國醫藥大學 === 醫務管理學系碩士班 === 101 === Since the government promoted various chronic kidney disease prevention programs in 2003, it is expected to effectively prevent and postpone the development of chronic kidney diseases through early discovery and early therapy. Qualitative research is used for clarifying the latent factors behind the message frame and the delivery method for the educators as well as the differences when analyzing health education. Eight hospitals in northern, central, and southern Taiwan are purposively sampled for health education clinic of chronic kidney diseases. Total 12 educators are observed and interviewed; and, the contents are encoded and analyzed based on the research procedure of ground theory. This article shows that educators could deliver the health education of chronic kidney diseases through message framing (such as positive/negative framing of risk information, gain/loss framing, numerical information only/numerical information with aid, more/fewer data points, numerical/verbal risk information, lay/medical terminology, relative/absolute risk, and vivid/abstract risk information) and advice-giving style (like recommending, persuasive, supportive, permitting, warning, comforting, appeasing), where negative framing of risk information, numerical information only, and vivid risk information are often utilized for message framing, and, recommending, persuasive, and supportive are commonly applied to advice-giving style. Patients’ characteristics (such as age, occupation, education background, period and symptoms of chronic kidney disease, self-organizing ability, memory, self-change intention, attention to health education, and period of health education) and responses (like superficially compliant, total resistant, making effort to practice, questioning, not listening to advice, anxious, and scolding) in tailored health communication and aided communication skill (including past experiences in health education, relevant training, and relative seminars) would affect educators changing the delivery of health message. There are many ways to deliver health education, the effects would not be the same. Moreover, according to the past research, patient-tailored health message showed better effects. For this reason, medical institutes should reinforce the communication skills and the health education practice of educators. In addition to the original health education, educators should try other delivery methods to have patients accept and execute health promotion. Furthermore, patients’ correspondence could affect the care of kidney diseases. It is therefore suggested that the central and local health institutes should further promote chronic kidney disease prevention to the public and enhance the awareness of health education and the threat of diseases to follow the instruction in the health education so as to effective prevent and postpone the development of chronic kidney diseases.