Patient education services and the organizational factors affecting them at teaching hospitals affiliated with Mashhad University of Medical Sciences (MUMS), 2008

Abstract

Background: Presenting educational and communicational programs for patients is considered to be one of the most significant executive roles of hospitals. Studying the status of patients' training services, identifying the barriers, and the organizational factors that affect these in the hospitals affiliated to the Mashhad University of Medical Sciences (MUMS) was the aim of this study. Method: This was a descriptive cross-sectional study. The participants were 441 patients, 200 physicians, 185 nurses, and 70 supervisors as well as the managers of the MUMS hospitals during the year 2008. Data were gathered using questionnaires and interviews. SPSS software (version 2), and ANOVA were used to analyze the data. Results: Only 42% of patients received the necessary training and 94% of them were not satisfied with the amount of training received (which was less than 5 min in 83.3% of cases) or with the content (i.e. mainly related to the method of treating the disease). Of the physicians, 79.4% considered lack of time to be the most important barrier to patient' training and 72% of the hospital managers ruled out the possibility of role play training by nurses under current conditions. Conclusions: Underestimating the role of nurses in patient education by the patients themselves and barriers such as high workload, lack of suitable space, lack of appropriate educational materials, and lack of emphasis by managers, were the most influential factors in terms of patient training. Therefore, reviewing the job description for staff, developing retraining programs for medical staff, boosting educational facilities and encouraging the provision of patient training as part of current hospital services could have an influence on promoting staff capability in the patient education process.

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

“…3 It been shown that PE was a less important task of healthcare professionals from the nurse managers' perspective. 51 PE was improved through changes in the management style, development of educative materials, and patient education protocols. 3 Inappropriate educational facilities in hospital were one of the barriers perceived by Iranian nurses for PE.…”

“…40 It is known that faceto face PE time can be reduced by using paper materials and facilitate what must be transmitted to patients. 51 It is important to provide teaching materials which are easily understood and are consistent with cultural issues and social norms. 52 Allocation of specific space in every work-place setting for PE and assigning responsibility for this activity to one specialist nurse in the each ward by managers are another recommendations to improve and develop PE.…”

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

“…A 49-item draft scale, which contained statements reflecting the behaviours of nurses in determining patient education needs, assessment and planning, implementation, and evaluation and documentation, was developed by the researchers by reviewing studies that investigated the role of nurses in patient education (Akçin, 2006;Barber-Parker, 2002;Bastable, 2003;Copel, 2000;De Bruijn et al, 2007. Fidyk, Ventura, & Green, 2014Kaariainen & Kyngas, 2010;Bruccoliere, 2000;Kelo et al, 2013;Khorasani, Rassouli, Parvizy, Zagheri-Tafreshi, & Nasr-Esfahani, 2015;O'Connor, Devine, Cook, Wenk, & Curtin, 1990;Rankin & Stallings, 2001;Seyedin, Goharinezhad, Vatankhah, & Azmal, 2015;Şenyuva & Taşocak, 2007;Vafaee-Najar, Ebrahimipour, Shidfar, & Khani-Jazani, 2012;Willems, De Maesschalck, Deveugele, Derese, & De Maeseneer, 2005;Wingard, 2005) and based on the experiences of the researchers.…”

Transforming Practice through Reflection in Patient Education

“…Behavior was assumed influenced by attitude and belief [10], and further effected by education programs [11]. While patient education was involved in nursing education program, there is absence of the consensus on knowledge and process, and nurses were treated to be care provider rather than educator [12]. Furthermore, the function of education in nurses' role was still invisible [13].…”