TY - JOUR
T1 - Reducing physical restraints
T2 - developing an educational program.
AU - Strumpf, N. E.
AU - Evans, L. K.
AU - Wagner, J.
AU - Patterson, J.
PY - 1992/11
Y1 - 1992/11
N2 - 1. Philosophical premises for an educational program aimed at restraint reduction include beliefs about quality of care, commitment to understanding the meaning of behavior, and desire to shift practice from control of behavior to individualized approaches to care. 2. If change is to occur, an educational program aimed at restraint reduction must recognize the potential contributions of all staff members, use an interactive teaching style, and promote discussion and problem solving. 3. Results of testing a Restraint Education Program suggested that altering staff beliefs and increasing knowledge produced a change in restraint practices, at least in the short term.
AB - 1. Philosophical premises for an educational program aimed at restraint reduction include beliefs about quality of care, commitment to understanding the meaning of behavior, and desire to shift practice from control of behavior to individualized approaches to care. 2. If change is to occur, an educational program aimed at restraint reduction must recognize the potential contributions of all staff members, use an interactive teaching style, and promote discussion and problem solving. 3. Results of testing a Restraint Education Program suggested that altering staff beliefs and increasing knowledge produced a change in restraint practices, at least in the short term.
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U2 - 10.3928/0098-9134-19921101-06
DO - 10.3928/0098-9134-19921101-06
M3 - Article
C2 - 1430893
AN - SCOPUS:0026953643
SN - 0098-9134
VL - 18
SP - 21
EP - 27
JO - Journal of gerontological nursing
JF - Journal of gerontological nursing
IS - 11
ER -