Is patient education helpful in providing care for patients with rheumatoid arthritis? A qualitative study involving <scp>F</scp>rench nurses

Estelle, F.; Chakroun, N.; Dalle, Nathalie; Izaute, Marie

doi:10.1111/nhs.12042

Cited by 13 publications

(11 citation statements)

References 32 publications

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“…patient education climate perceptions) was relatively high, congruent with current attempts to improve healthcare quality and health communication. [2,45,46] Second, our results support the central role of patient education in nursing, as was previously evidenced. [3,5,6,47] Third, work overload was perceived by nurses in this study as a major constraint to the delivery of patient education, consistent with prior research findings.…”

Section: Discussionsupporting

confidence: 72%

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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Section: Discussionsupporting

confidence: 72%

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

Livne

Peterfreund

Sheps

2017

CNS

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“…Some HCPs may genuinely think that they adopt a patient‐centered approach when they actually do not (Friberg et al, ; McGowan, ), even after attending a TPE training course (Deccache et al, ). From the literature, the failure of TPE occurs because patients are judged to be too severely ill, or too little educated or motivated to benefit (Mosnier‐Pudar et al, ; Fall et al, ; Ghorbani et al, ), as was the case for some of our interviewees. This view is contrary to the mission of expert educators who recommend to tailoring TPE to each patient's needs, levels, and motivation so that TPE efficiency is guaranteed, even if this involves a different logistical organization of TPE according to patients' needs (Fall et al, ; Svavarsdóttir et al, ).…”

Section: Discussionmentioning

confidence: 83%

French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study

Lelorain

Bachelet

Bertin³

et al. 2017

Nursing & Health Sciences

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Therapeutic patient education is effective for various patient outcomes; however, healthcare professionals sometimes lack the motivation to carry out patient education. Surprisingly, this issue has rarely been addressed in research. Therefore, this study explores healthcare professionals' perceived barriers to and motivation for therapeutic patient education. Healthcare professionals, mainly nurses, working in different French hospitals were interviewed. Thematic content analysis was performed. Findings included a lack of skills, knowledge, and disillusionment of the effectiveness of therapeutic patient education were features of a demotivated attitude. In contrast, a positive attitude was observed when therapeutic patient education met a need to work differently and more effectively. A key factor motivating professionals was the integration of therapeutic patient education in routine care within a multidisciplinary team. To keep healthcare professionals motivated, managers should ensure that therapeutic patient education is implemented in accordance with its core principles: a patient-centered approach within a trained multidisciplinary team. In the latter case, therapeutic patient education is viewed as an efficient and rewarding way to work with patients, which significantly motivates healthcare professionals.

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“…[32][33][34] Achieving a patient education that is optimally effective is a challenge for healthcare staff, patients and patients' family members. 9,28,[35][36][37] Patient education enables the management of necessary information and the development and motivation of patient knowledge, while also supporting patients to cope with their illness. 38 Education should support the achievement of the patient's educational goals [37][38][39] and patient's selfcare.…”

Section: Introductionmentioning

confidence: 99%

The Quality of Patient Education in Day Surgery by Adult Patients

Rajala¹,

Kaakinen²,

Fordell³

et al. 2018

Journal of PeriAnesthesia Nursing

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Purpose: The purpose of the study was to describe the quality of patient education in day surgery as evaluated by adult patients. Design: Descriptive design using survey methodology. Methods: The data were collected by questionnaire and measured the quality and implementation of education resources for day surgery patients (n=600) in a university hospital. The data were analyzed statistically using basic and multivariate methods. Findings: Half of respondents assessed the implementation of patient education to have been done in a patient-centered and goal-oriented way. Most respondents (81%) were satisfied with the interaction in the patient education. The education resources were reported as good by 77% of respondents. Conclusions: Greater account should be given in patient education to the patients' emotional wellbeing, feelings, their family members and patients' expertise in their own life. In developing patient education, the excellent knowledge and skills of health care staff in educating patients should be utilized.

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Is patient education helpful in providing care for patients with rheumatoid arthritis? A qualitative study involving French nurses

Cited by 13 publications

References 32 publications

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

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

French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study

The Quality of Patient Education in Day Surgery by Adult Patients

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