Iranian Nurses' Views on Barriers and Facilitators in Patient Education: A Cross-Sectional Study

Ramezanli, Somayeh; Jahromi, Zohreh Badiyepeymaie

doi:10.5539/gjhs.v7n5p288

Cited by 13 publications

(27 citation statements)

References 17 publications

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“…[ 42 ] Participants in the present study believed that educational empowerment of the health-care team could play an important role in promoting patient education, which is consistent with other studies in which nurses believed that their inadequate knowledge and skills were the main obstacles to patient education. [ 40 43 ] Holding patient education workshops and developing patient education content for the health-care team were among the strategies proposed by the participants. In our study, the participants suggested that designating patient education and follow-up nurse is necessary to provide integrated and continuous education in the postkidney transplant period.…”

Section: Discussionmentioning

confidence: 99%

The need for renovating patient education in kidney transplantation: A qualitative study

Mahdizadeh

Oskouie

Khanjari

et al. 2020

J Edu Health Promot

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BACKGROUND: Many kidney transplant recipients lack the knowledge, abilities, and support they need for self-care. On the other hand, most kidney transplant centers do not have a well-planned and specific training program for them, and educational interventions for kidney transplant recipients have not been adequately effective. This study aimed to describe strategies for improving patient education in kidney transplantation. MATERIALS AND METHODS: Data were collected through semi-structured individual and group interviews with 24 patients, family members, and health-care staff in one of the main kidney transplant centers in Tehran. Participants were selected purposefully, and qualitative content analysis was used to analyze the data. RESULTS: The main finding emerged from the data was the shift from current patient education program to patient- and family-centered education (PFCE). The strategies to achieve this goal were categorized into four main categories including “continuous patient and family education” (pre- and posttransplant patient education), “facilitating the process” (using new technologies, teamwork education, and patient and family accessibility), “strengthening human resources” (empowerment health-care team, allocation of human resources, promoting staffs' motivation, and updating educational content and materials), and “monitoring and evaluation” (correcting patient education recording, supervising the patient education, and appropriate educational evaluation). CONCLUSIONS: Transforming from the current patient education program to PFCE seems to be essential to increase the effectiveness of patient education in kidney transplant process. To this end, providing continuous patient and family education, facilitating the processes, strengthening human resources, and monitoring and evaluation in health-care organizations conducting the kidney transplantation is necessary.

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Section: Discussionmentioning

confidence: 99%

The need for renovating patient education in kidney transplantation: A qualitative study

Mahdizadeh

Oskouie

Khanjari

et al. 2020

J Edu Health Promot

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show abstract

“…Patient education, which starts at the admission of the patient to the hospital and continues until they are discharged, is a main element of patient-centred care. The intention is to provide the patient with information, skills, and attitudes regarding their disease, to increase quality of life, and help the patient become physically, psychologically, and socially selfsufficient as soon as possible (Aziznejad, Zabihi, Hossini, & Bighani, 2010;De Bruijn et al, 2007;De, Brandes, Krauth, & Petermann, 2008;Marcolongo et al, 2001;Potter & Perry, 1997;Ramezanli & Jahromi, 2015;Şenyuva & Taşocak, 2007;Wingard, 2005). The purpose of patient education, which is one of the main responsibilities of a nurse, is protection of the patient from complications related to their disease and other health problems that may accrue to their disease.…”

Section: Introductionmentioning

confidence: 99%

“…Patient education, which starts at the admission of the patient to the hospital and continues until they are discharged, is a main element of patient-centred care. It is one of the basic rights of the patient and their family/relatives (Nolan, Nolan, & Booth, 2001;Ramezanli & Jahromi, 2015;Stoop, van't Riet, & Berg, 2004). The purpose of patient education, which is one of the main responsibilities of a nurse, is protection of the patient from complications related to their disease and other health problems that may accrue to their disease.…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of patient education, which is one of the main responsibilities of a nurse, is protection of the patient from complications related to their disease and other health problems that may accrue to their disease. The intention is to provide the patient with information, skills, and attitudes regarding their disease, to increase quality of life, and help the patient become physically, psychologically, and socially selfsufficient as soon as possible (Aziznejad, Zabihi, Hossini, & Bighani, 2010;De Bruijn et al, 2007;De, Brandes, Krauth, & Petermann, 2008;Marcolongo et al, 2001;Potter & Perry, 1997;Ramezanli & Jahromi, 2015;Şenyuva & Taşocak, 2007;Wingard, 2005). Studies on patient education have emphasized that it minimizes disease-related complications, makes it easier for patients to adapt to their disease and the treatment process, reduces rates of readmission to health-care institutions, reduces length of hospital stay, increases quality of life, and decreases patients' anxiety regarding their health status in general (Akçin, 2006;Aziznejad et al, 2010;Dehaghani, Akhormeh, & Mehrabi, 2012;Edwardson, 2007;Gallefoss & Bakke, 2002;Hoving, Visser, Mullen, & van den Borne, 2010;Shimbo et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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A valid and reliable tool in assessing patient education: the Patient Education Implementation Scale

Şenyuva

Kaya

Can

2019

Int J of Nursing Practice

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Aim: This study aimed to develop a valid and reliable tool for assessing the frequency of nurses' implementation of patient education in line with the stages of determining needs, assessment and planning, implementation, and evaluation and documentation. Background: Patient education is important in terms of the patient's completion of a reliable and effective treatment process. Patient education is one of the main responsibilities of a nurse. No valid and reliable study that assessed nurses' patient education process implementation was found in the literature. Methods: This instrument development study was conducted with 583 nurses working at university, private, and research and training hospitals located in the province of Istanbul in Turkey. The items of the Patient Education Implementation Scale were developed in line with the literature and expert opinions. The analyses involved descriptive statistics and psychometric analyses. The level of statistical significance was accepted as P < .05. Results: The content validity index was calculated as 0.96 for the 42-item Patient Education Implementation Scale, which explained 63.37% of the total variance. The scale items whose factor loads were 0.45 or higher were divided into four factors as (a) determining education needs, (b) assessment and planning, (c) implementation, and (d) evaluation and documentation. The Cronbach's alpha coefficients were 0.78-0.95 for the subdimensions and 0.97 for the general scale.Conclusion: It was determined that the Patient Education Implementation Scale is a valid and reliable tool. K E Y W O R D Sinstrument development, nurses, patient education, psychometric assessments SUMMARY STATEMENTWhat is already known about the topic?• Patient education is one of the most basic rights of the patient and their family/relatives and is one of the main responsibilities of a nurse.

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“…In Iran and other countries, some studies have investigated health education obstacles and have reported such factors as lack of manpower, budget and educational space (11), job dissatisfaction (1), cultural obstacles, fear and anxiety in expressing health behaviors, and lack of using new educational models and styles (12,13). These studies, however, have merely evaluated the barriers to education and a special domain in the opinion of a specific group and have disregarded the perspectives of the personnel of health care centers.…”

Section: Introductionmentioning

confidence: 99%

Perspective of Health Care Providers about Barriers of Instructional Programs: A Qualitative Study

et al. 2017

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Background: The education presented to the clients by the health care personnel can guarantee the well-being of the individuals and stimulate sound health care behaviors in them. Recognizing the barriers to health education enhances the understanding and knowledge of preventive services. Objectives: The present study aimed at investigating the perspective of health care providers about barriers of instructional programs in Iran. Methods: This qualitative study was conducted in the urban health care centers of Sanandaj, West of Iran, in 2016. Using purposive sampling, 15 experienced employees in charge of health care education were included in the study. Data were collected through individual interview and group discussions, observation and field notes, were and analyzed by conventional content analysis. To confirm the accuracy and strength of the data, credibility, confirmability, and transferability components were taken into account. Results:The results of data analysis yielded 5 major categories: (1) health center related problems; (2) lack of preparation for education; (3) clients' problems; (4) personal problems of the personnel; and (5) organizational factors. The participants reported the significance of intra-and intersectoral cooperation and coordination in implementation of health care education programs and the need for further attention from authorities to health care education. Conclusions:The findings revealed that presentation of health care education is a complicated issue, which is influenced by various factors. Also, the success of educational programs in health care centers is not merely an intrasectoral enterprise rather it requires the cooperation of the public media and related organizations, support of the society and attention of families and authorities to health education.

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Iranian Nurses' Views on Barriers and Facilitators in Patient Education: A Cross-Sectional Study

Cited by 13 publications

References 17 publications

The need for renovating patient education in kidney transplantation: A qualitative study

The need for renovating patient education in kidney transplantation: A qualitative study

A valid and reliable tool in assessing patient education: the Patient Education Implementation Scale

Perspective of Health Care Providers about Barriers of Instructional Programs: A Qualitative Study

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