Registered nurses' perceptions of conditions for patient education - focusing on organisational, environmental and professional cooperation aspects

Bergh, Anne-Louise; Karlsson, Jan; Persson, Eva; Friberg, Febe

doi:10.1111/j.1365-2834.2012.01460.x

Cited by 37 publications

(54 citation statements)

References 29 publications

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“…Lack of knowledge has been identified as a barrier to the implementation of patient education [18] and a lack of resources, structured training, and skills development is considered a barrier to the implementation of CHD secondary prevention [22]. It is therefore concerning that in previous studies, nurses have reported their inactivity in reading literature related to patient education and failure to follow the development of knowledge in those areas [32]. Reluctance to conduct patient education and lack of knowledge in this area are issues that must clearly be addressed if health professionals are to improve their competencies in patient education.…”

Section: Discussionmentioning

confidence: 99%

How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education

2015

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BackgroundHealth professionals with the level of competency necessary to provide high-quality patient education are central to meeting patients’ needs. However, research on how competencies in patient education should be developed and health professionals trained in them, is lacking. The aim of this study was to investigate the characteristics of an expert educator according to health professionals experienced in patient education for patients with coronary heart disease, and their views on how to become an expert educator.MethodsThis descriptive qualitative study was conducted through individual interviews with health professionals experienced in patient education in cardiac care. Participants were recruited from cardiac care units and by using a snowball sampling technique. The interviews were audiotaped and transcribed verbatim. The data were analyzed with thematic approaches, using systematic text condensation.ResultsNineteen Icelandic and Norwegian registered nurses, physiotherapists, and cardiologists, who had worked in cardiac care for 12 years on average, participated in the study. Being sensitive to the patient’s interests and learning needs, and possessing the ability to tailor the education to each patient’s needs and context of the situation was described as the hallmarks of an expert educator. To become an expert educator, motivation and active participation of the novice educator and a supportive learning environment were considered prerequisites. Supportive educational resources, observation and experiential training, and guidance from experienced educators were given as examples of resources that enhance competence development. Experienced educators expressed the need for peer support, inter-professional cooperation, and mentoring to further develop their competency.ConclusionsExpert patient educators were described as those demonstrating sensitivity toward the patient’s learning needs and an ability to individualize the patient’s education. A supportive learning environment, inner motivation, and an awareness of the value of patient education were considered the main factors required to become an expert educator. The experienced educators expressed a need for continuing education and peer support.

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Section: Discussionmentioning

confidence: 99%

How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education

2015

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“…8 Because contextual and country-specific factors may influence the implementation of PE, it is important to study facilitators and barriers to PE specific to the Iranian context. 6,11,12 So the aim of the current study was to presents a comprehensive review of the literatures, exploring barriers and facilitators of PE among Iranian nurses, in order to identify strategies to promote enhanced PE within the Iranian healthcare system context.…”

Section: Introductionmentioning

confidence: 99%

Patient education among nurses: bringing evidence into clinical applicability in Iran

2016

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Objective. The aim of this study was to present a comprehensive review of the literatures describing barriers and facilitators of patient education (PE) perceived by Iranian nurses in order to explain clinical applicability of patient education. Methods. Review of the literature was undertaken using the international databases including PubMed/Medline, Scopus, ScienceDirect, as well as Google Scholar. Also, Persian electronic databases such as Magiran, SID and IranMedex were searched. Electronic databases were searched up from conception to September 2014 using search terms: "patient education", " patients education", "patient teaching", "patient training", "nurse", " nurses", " nursing", " and "Iran". Only studies were included that were related to barriers and facilitators of PE among Iranian nurses. Results. Twenty-seven studies were included. The main influential barriers were categorized into three major areas: 1) Nurserelated factors: nursing shortage 2) Administrationrelated factors: unsupportive organizational culture, and 3) Patient-related factors: low compliance. The most perceived facilitators were recognized as "increasing, selecting and training special nurses for providing PE" and "providing PE courses for nurses and appropriate facilities for PE". Conclusion. Iranian nurses encounter barriers in PE, and the most frequently encountered barriers were related to administration factors. These findings have implications for administrators and managers in health settings. In order to promote PE among nurses, administrators should create a supportive environment and use effective strategies to smooth the progress of PE by nurses in their practice in order to ensure optimal outcomes for patients. "educación del paciente", "educación de pacientes", "enseñanza del paciente", "entrenamiento del paciente", "enfermera", "enfermeras", e "Irán". Solo se analizaron los estudios relacionados con las barreras y facilitadores de EP entre enfermeras iraníes.Resultados. Se incluyeron 27 estudios. Las principales barreras se clasificaron en tres grandes áreas: 1) Factores relacionados con la enfermería: escasez de este recurso humano, 2) Factores relacionados con la administración: inapropiada cultura organizacional y 3) Factores relacionados el paciente: bajo cumplimiento. Los facilitadores más percibidos se reconocieron como "el aumento, la selección y formación especial de las enfermeras para proporcionar EP" y "disponibilidad de cursos de EP para las enfermeras y la disponibilidad de instalaciones adecuadas para brindar el EP". Conclusión. Las enfermeras iraníes encuentran barreras en la EP, siendo las más frecuentes las relacionadas con factores de la gestión de los recursos. Estos resultados tienen implicaciones para los administradores y directivos de las instituciones de salud, pues para promover que las enfermeras en su práctica brinden la EP, se debe crear un ambiente de apoyo y utilizar estrategias eficaces con el fin de garantizar resultados óptimos en los pacientes.Palabras clave: educación del paciente c...

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“…These include work overload and time pressure, [5,20,21] difficulty in communication with patients, [16,20] lack of educational resources, [22] insufficient knowledge and skills, [5,[20][21][22][23] limited managerial support, [24] low priority given to patient education, [25,26] and inappropriate organizational culture. [27,28] However, to the best of our knowledge, previous studies did not associate these hindering factors to a comprehensive theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

Barriers to patient education and their relationship to nurses’ perceptions of patient education climate

Livne

Peterfreund

Sheps

2017

CNS

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A core component of patient-centered care is effective patient education. Although it is a part of professional nursing and has been found to promote high-quality healthcare, its implementation is often deficient. This study responds to the need for theory-based research on health communication and aims to provide a theoretical framework for understanding nurses' barriers to patient education. Drawing on organizational climate theory, the study examines two possible predictors of barriers to effective patient education, namely nurses' perceptions of patient education climate, and of their role as patient educators. The hypotheses were tested using a cross-sectional correlational design with a sample of 328 nurses from 26 units in one general hospital. Data were obtained by means of questionnaires. The results supported our hypotheses, as each predicting variable was significantly related to the relevant barriers to patient education: i.e. patient education climate perceptions predicted the barriers of overload, lack of policies, and low priority, whereas role perception predicted the barriers of difficulty in communication with patients, insufficient professional knowledge and skills, and the belief that educating patients was not the nurse's responsibility. To conclude, this study attributes the concept of patient education to organizational climate theory and, thus, may offer a theoretical framework for understanding the reluctance of hospital nurses to provide their patients with effective education. Practical implications for reducing barriers to patient education are discussed.

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Registered nurses' perceptions of conditions for patient education - focusing on organisational, environmental and professional cooperation aspects

Abstract: Managerial support for the development of visible patient education routines (e.g. allocation of time, place and guidelines) is required. One recommendation is to designate a person to oversee educational work.

Cited by 37 publications

References 29 publications

How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education

How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education

Patient education among nurses: bringing evidence into clinical applicability in Iran

Barriers to patient education and their relationship to nurses’ perceptions of patient education climate

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