What methods do rural providers emply to educate pateints and provide care to patients with suspected low health literacy: A phenomenological approach

dc.contributor.advisorMurray-Chandler, Lynn
dc.contributor.authorCarner, Michelle Marie
dc.contributor.committeeMemberBenner, Denise
dc.contributor.committeeMemberBennett, Thomas
dc.date.accessioned2019-06-16T17:55:51Z
dc.date.available2019-06-16T17:55:51Z
dc.date.issued2017
dc.description.abstractThis phenomenological approach aims to learn from the experiences of rural Licensed Independent Providers as they deliver chronic disease education and support to patients with suspected low health literacy. The study asks the question: How do rural providers who have fewer resources available to them typically aid patients with low health literacy in chronic disease self-management through authentic relationships, problem-solving and transpersonal practices? This study interviewed six rural New England Providers (4 physicians, a nurse practitioner and a physician assistant) to learn their lived experiences in caring for these patients. The providers were interviewed and transcripts were analyzed to identify significant statements relevant to their interactions with patients having chronic disease and suspected low health literacy. The significant statements were reduced to five themes and three major findings. The findings indicated that despite a lack or minimal training in health literacy, providers assessed patient needs and provided appropriate education and support; the relationship between the provider and the patient was a catalyst to improve the health of the patient; and Watson’s Theory of Caring was interwoven in the interactions between the patient and provider. The providers described the unique challenges present in rural healthcare, the trust relationship that builds over time between patient and providers and the techniques they utilize to mitigate the effects of low health literacy. (Author abstract)en_US
dc.description.bibliographicCitationCarner, M.M. (2017). What methods do rural providers employ to educate patients and provide care to patients with suspected low health literacy: a phenomenological approach. Retrieved from http://academicarchive.snhu.eduen_US
dc.description.degreeDoctor of Philosophy (Ph.D.)en_US
dc.description.programEducational Leadershipen_US
dc.description.schoolSchool of Educationen_US
dc.digSpecsPDF/A-1ben_US
dc.identifier.urihttps://hdl.handle.net/10474/3517
dc.language.isoen_USen_US
dc.publisherSouthern New Hampshire Universityen_US
dc.relation.requiresAdobe Acrobat Readeren_US
dc.rightsAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibiteden_US
dc.rightsHolderCarner, Michelle Marie
dc.subject.lcshSouthern New Hampshire University -- Theses (Education)en_US
dc.subject.otherhealth educationen_US
dc.subject.otherhealth care managementen_US
dc.subject.othermedical personnelen_US
dc.subject.otherchronic diseasesen_US
dc.subject.otherchronic disease self managementen_US
dc.subject.otherhealth literacyen_US
dc.subject.otherruralen_US
dc.titleWhat methods do rural providers emply to educate pateints and provide care to patients with suspected low health literacy: A phenomenological approachen_US
dc.typeDissertationen_US

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