The Relationship Between Years of Education on Nurse Related Barriers of Patient Education
Article Sidebar
Main Article Content
Abstract
Background: Patient education is a vital aspect of nursing practice, aimed at improving healthcare outcomes through interactive teaching. Despite its importance, various barriers hinder effective patient education, including time constraints, staff shortages, and organizational challenges. Understanding the factors influencing nurses' attitudes towards patient education is essential, as it directly impacts the quality of care. This study explores the relationship between years of education and nurse-related barriers to patient education, utilizing the PRECEDE model as a framework.
Objective: To highlight the relationship between years of education on nurse-related barriers to patient health education.
Methods: A descriptive cross-sectional design was used. A study was conducted at the nursing institute of the Peoples University of Medical and Health Sciences, Nawabshah. All bachelor’s science nursing students (Generic) were study subjects. The sample size was 110 student nurses. The questionnaire was developed using the PRECEDE-PROCEED model for health promotion planning and evaluation—data collected and analyzed through the SPSS version 25 software (Statistical Packages for Social Sciences).
Results: 100% of the study subjects were female. 84% of students were enrolled in the BSN Generic program. 75% of nurses documented their patient education in their nursing records. The most significant student nurse-related barriers to patient education, were poor knowledge about illness, reluctance to patient education, a lack of perceived responsibility that it is not their responsibility to provide patient education, negative attitude towards patient education, poor or inappropriate knowledge regarding patient education, inadequate attention towards educational, cultural and habitual needs of the patients and their families and lack of communication skills.
Conclusion: It is concluded that years of education enhance patient education. Patient education is the prime responsibility of nurses. Since the student years, this practice has perceived the responsibility of nurses and developed a positive attitude towards education.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Potter PA, Perry AG, Stockert P, Hall A. Fundamentals of nursing 7th edition. Philadelphia: Mosby. 2009.
Karimi Moonaghi H, Emami Zeydi A, Mirhaghi A. Patient education among nurses: bringing evidence into clinical applicability in Iran. Investigacion y educacion en enfermeria. 2016;34(1):137-51.
Vafaee-Najar A, Ebrahimipour H, Shidfar M-R, Khani-Jazani R. Patient education services and the organizational factors affecting them at teaching hospitals affiliated with Mashhad University of Medical Sciences (MUMS), 2008. Journal of Men's Health. 2012;9(4):230-7.
Parsapoor A, Bagheri A, Larijani B. Patient's rights charter in Iran. Acta Medica Iranica. 2014:24-8.
Friberg F, Granum V, BERGH AL. Nurses’ patient‐education work: conditional factors–an integrative review. Journal of nursing management. 2012;20(2):170-86.
Kääriäinen M, Kyngäs H. The quality of patient education evaluated by the health personnel. Scandinavian journal of caring sciences. 2010;24(3):548-56.
Aghakhani N, Nia HS, Ranjbar H, Rahbar N, Beheshti Z. Nurses’ attitude to patient education barriers in educational hospitals of Urmia University of Medical Sciences. Iranian journal of nursing and midwifery research. 2012;17(1):12.
Heidari M, Norouzadeh R. Factors affecting patient education from cultural perspectives. Journal of Advances in Medical Education & Professionalism. 2013.
Ghorbani R, Soleimani M, Zeinali M-R, Davaji M. Iranian nurses and nursing students' attitudes on barriers and facilitators to patient education: A survey study. Nurse education in practice. 2014;14(5):551-6.
Vahedian Azimi A, Payami Bosari M, Gohari Moghaddam K. A survey on Nurses Clinical Problems in Patient Education. Journal of Urmia Nursing & Midwifery Faculty. 2011;9(4).
Hekmatpou D, Anoosheh M, Alhani F. Pathology of patient education: A qualitative study. Iran Journal of Nursing. 2007;20(49):51-60.
Scheckel M, Hedrick-Erickson J, Teunis J, Deutsch A, Roers A, Willging A, et al. Shaping Patient Education in Rural Hospitals: Learning from the Experiences of Patients. Journal of Ethnographic & Qualitative Research. 2012;6(2).
Bastable SB. Nurse as educator: Principles of teaching and learning for nursing practice: Jones & Bartlett Learning; 2021.
Che HL, Yeh MY, Jiang RS, Wu SM. Taiwanese nurses’ experiences of difficulties in providing patient education in hospital settings. Nursing & health sciences. 2016;18(1):113-9.
Kim J, Jang J, Kim B, Lee KH. Effect of the PRECEDE-PROCEED model on health programs: a systematic review and meta-analysis. Systematic Reviews. 2022;11(1):213.
Svavarsdóttir MH, Sigurðardóttir ÁK, Steinsbekk A. How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education. BMC Medical Education. 2015;15(1):1-9.
Livne Y, Peterfreund I, Sheps J. Barriers to patient education and their relationship to nurses’ perceptions of patient education climate. Clinical Nursing Studies. 2017;5(4):65.
Richard E, Evans T, Williams B. Nursing students’ perceptions of preparation to engage in patient education. Nurse education in practice. 2018;28:1-6.
Park MY. Nurses' perception of performance and responsibility of patient education. Taehan Kanho Hakhoe chi. 2005;35(8):1514-21.