Registered nurses' perceptions of conditions for patient education – focusing on aspects of competence

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

doi:10.1111/scs.12077

Cited by 34 publications

(52 citation statements)

References 48 publications

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“…38,48 Managerial and organizational support is an important element for the implementation of high-quality PE. 49,50 The result of a study that was conducted in Iran showed that nurses were well informed of the importance of patient education and had accepted this role in clinical settings, but no managerial support was available to them for doing this activity. 3 Moreover, other studies showed that hospital managers have less emphasize on PE.…”

Section: Exploring Factors Influenc-mentioning

confidence: 99%

“…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. 49 Patient's low literacy or illiteracy and cultural diversity of patients and nurses were among the most patient-related barriers perceived by Iranian nurses. Teaching is a dynamic process and is influenced by social and cultural factors.…”

Section: 51mentioning

confidence: 99%

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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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Section: Exploring Factors Influenc-mentioning

confidence: 99%

Section: 51mentioning

confidence: 99%

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

2016

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“…Early research suggests that 99% of physiotherapists perceive patient education as an important skill (May, 1983) and over 90% report participating in individual patient education as part of their care (May, 1983;Gahimer & Domholdt, 1996;Roberts et al, 2013). These rates are similar to other health professional groups (Bergh et al, 2014). More recent research reinforces the prevalence of education within physiotherapy, suggesting that 12.5% of physiotherapist consultation time is spent directly undertaking patient education activities (Roberts et al, 2013).…”

Section: Patient Education In Physiotherapysupporting

confidence: 57%

“…These concerns have prompted an increased call for education, training and support for patient education competency Bergh et al, 2014;Svavarsdottir et al, 2015).…”

Section: Issues Relating To Patient Education In Physiotherapy and Thmentioning

confidence: 99%

“…These involve assessing the educational needs of the patient, including their perceptions and concerns (Bergh et al, 2014; and facilitating an environment that is conducive for patients to express their needs (Costello, 2013). Redman (2004) specifies that including the patients learning needs into the design of the patient education session is a key feature in effective patient education as it more accurately reflects their experiences and allows content to be tailored to their needs.…”

Section: Patient-centred Educationmentioning

confidence: 99%

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Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Forbes¹

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Patient education is an important component of physiotherapy care and a required competency for entry-level practice. Despite its important role, how physiotherapists deliver patient education in practice and the specific competencies required to provide this effectively are currently unknown. Understanding how the current curriculum prepares graduates as patient educators and whether training can enhance self-efficacy and skills of physiotherapy students to perform patient education is an important step in advancing professional practice in this area.Following a review of the literature which demonstrates a gap in this research, this thesis incorporates five studies (five manuscripts) with the overall aims to 1) explore how patient education is practiced and perceived by physiotherapists; 2) determine key differences in practices and perceptions based on levels of clinical experience; 3) identify the competencies required for physiotherapists in the area of patient education; 4) investigate the patient education self-efficacy of new-graduates and the influence of previous training, and 5) determine the effect of a patient education training intervention on physiotherapy students' self-efficacy and performance.Study 1 (Manuscript 1) was a cross sectional survey of practicing physiotherapists in Australia. This study investigated the self-reported practices and perceptions of physiotherapists relating to patient education, and their perception of factors that led to their development of patient education skills. Participants (n=304) reported a broad range of educational activities and approaches in their practice, it was therefore deemed important to understand how practice and perception may differ based on levels of experience.Study 2 (Manuscript 2) compared the self-reported practices and perceptions of experienced (n=204) and novice (n=52) physiotherapists. Experienced therapists reported a greater use of educational content consistent with patient-centred practice and a greater emphasis on self-management. Experienced therapists also reported a higher frequency of explicitly evaluating the effectiveness of their education than novice physiotherapists and perceived fewer patient-related factors as barriers to effective patient education.Findings from this study inform the patient education training needs of student and novice physiotherapists.Study 3 (Manuscript 3) involved a two-round Delphi approach using expert physiotherapists (n=12) to generate and reach consensus on competencies that physiotherapists require for effective patient education. This study led to the consensus of a set of 22 competencies with a high level of expert agreement. Importantly, these competencies aided the development of a self-efficacy and performance assessment measure for the following two studies as well as contributing to further understanding patient education training needs. with simulated patients, feedback and debriefing. Specific outcome measures were developed using the competencies derived from Study 3. A step-...

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Experiences of specially trained personnel of group education for patients with type 2 diabetes—A lifeworld approach

Andersson

Berglund

Vestman³

et al. 2019

Nursing Open

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Aim To describe how the group education process for people with type 2 diabetes is experienced by diabetes nurses and dietitians who support the patients’ learning, in a primary care setting. Design The project took place at two primary care settings in the south of Sweden. Methods Data collected from focus‐group interviews and reflection notes were subjected to phenomenological analysis. Results The specially trained personnel experienced that group education made it possible for the patients to learn through reflection concerning their own and others’ experiences. Furthermore, group education entailed increased knowledge for the trained personnel. When the patients were challenged to make changes in their lives with the illness, the personnel experienced that both patients and personnel supported each other. The study concludes that the trained personnel person‐centred approach, with help of the didactic model, get tools to support patients learning.

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Registered nurses' perceptions of conditions for patient education – focusing on aspects of competence

Abstract: Nurses' patient education must be more visualized and appropriate conditions created at each workplace. In this change process, managers' support is considered vital.

Cited by 34 publications

References 48 publications

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

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

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Experiences of specially trained personnel of group education for patients with type 2 diabetes—A lifeworld approach

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