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Wang S, Liu K, Tang S, Wang G, Qi Y, Chen Q. Interventions to improve patient health education competence among nursing personnel: A scoping review. Nurse Educ Pract 2025; 83:104258. [PMID: 39799805 DOI: 10.1016/j.nepr.2025.104258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2024] [Revised: 12/23/2024] [Accepted: 01/06/2025] [Indexed: 01/15/2025]
Abstract
AIM To determine what intervention strategies have been used in interventions aimed at improving the patient health education competence of nursing personnel. BACKGROUND There is a growing body of research on educational interventions for improving nursing personnel's patient health education competence, but there are significant differences in the teaching objectives, content and methods of these studies, as well as a lack of standardized educational strategies. DESIGN The scoping review was based on the Joanna Briggs Institute methodology. METHODS In this study, six databases and the gray literature source, the Google search engine, were searched. A search strategy was developed based on the three-step search method recommended by the Joanna Briggs Institute. Two researchers independently performed study selection and data extraction. RESULTS 22 articles reported on the specifics of educational interventions. The duration of these interventions ranged from a minimum of 1.5 hours to a maximum of 3 months. Most interventions employed face-to-face courses as the teaching model. The studies included a variety of teaching methods, with the most frequently mentioned being lectures, discussions, demonstrations, simulations and role-playing. However, most studies lacked specific teaching objectives and none described the educational content of the implementation process. Additionally, none of the studies developed educational content based on a competence framework for patient health education. Few studies reported on long-term effects. CONCLUSION The diverse intervention strategies demonstrated in these studies could serve as valuable evidence to guide the development of relevant educational programs and facilitate the design of future high-quality educational interventions.
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Affiliation(s)
- Shuyi Wang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China.
| | - Ke Liu
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China.
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China.
| | - Guiyun Wang
- School of Nursing, Shandong Xiehe University, 6277 Jiqing Road, Jinan, Shandong 250109, China.
| | - Yanxia Qi
- School of Nursing, Shandong Xiehe University, 6277 Jiqing Road, Jinan, Shandong 250109, China.
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, 172 Tongzipo Road, Changsha, Hunan 410013, China; Xiangya Research Center of Evidence-based Healthcare, Central South University, 172 Tongzipo Road, Changsha, Hunan, 410013, China.; Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation: A JBI Centre of Excellence, 172 Tongzipo Road, Changsha, Hunan 410013, China.
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Peng Y, Tan L, Zhang K, Zhu N, Dong H, Gao H. The mediating role of nutritional care literacy on the relationship between self-directed learning ability and nursing competence. BMC Nurs 2024; 23:513. [PMID: 39075450 PMCID: PMC11287925 DOI: 10.1186/s12912-024-02185-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Accepted: 07/16/2024] [Indexed: 07/31/2024] Open
Abstract
BACKGROUND Nurses' nursing competence and nutritional care literacy directly affect patients' health and safety. Self-directed learning ability was pervasive throughout the entire work process of nursing work and was the basis for improving both. However, there are few studies has explored the mechanism from the perspective of nutritional care literacy. The purpose of this study was to analyze the relationship between self-directed learning ability and nursing competence, and to explore the mediating role of nutritional care literacy between self-directed learning and nursing competence among clinical nurses in China. METHODS A cross-sectional survey was conducted among 805 clinical nurses recruited from seven general hospitals in Hunan Province, China, between January 25 and March 6, 2022. The self-directed learning ability, nutritional care literacy and nursing competence of nurses were evaluated through investigation. A total of 799 questionnaires were received, resulting in an response rate of 99.25%.We performed an intermediary modeling to examine the mediating roles of nutritional care literacy on the relationship between self-directed learning ability and nursing competence in clinical nurses. RESULTS Self-directed learning ability was positively correlated with nutritional care literacy (r=0.792, P<0.001) and nursing competence (r=0.696, P<0.001). Nutritional care literacy was positively correlated with nursing competence (r=0.658, P<0.001). Nutritional care literacy mediated the relationship between self-directed learning ability and nursing competence. The mediating effect accounted for 32.48% of the total effect and 48.10% of the direct effect . CONCLUSIONS This study confirmed the positive correlation between self-directed learning ability, nutritional care literacy, and nursing competence. Nutritional care literacy played a mediating role in the relationship between self-directed learning ability and nursing competence. The findings not only provide a novel strategy for cultivating nursing professionals and improving nurse disease care abilities, but also offer a new perspective for nursing educators and managers.
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Affiliation(s)
- Yanhong Peng
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China
| | - Lingling Tan
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China
| | - Ke Zhang
- School of Nursing, University of South China, Hengyang, China
| | - Na Zhu
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China
| | - Hongjian Dong
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China.
| | - Hong Gao
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China.
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Wang S, Liu K, Tang S, Wang G, Qi Y, Chen Q. Barriers and facilitators to patient education provided by nurses: A mixed-method systematic review. J Clin Nurs 2024; 33:2427-2437. [PMID: 38476038 DOI: 10.1111/jocn.17111] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 02/02/2024] [Accepted: 03/01/2024] [Indexed: 03/14/2024]
Abstract
AIM To investigate the factors that facilitate or hinder nurses in providing patient education. DESIGN A mixed-method systematic review. DATA SOURCES Six databases (Cochrane Library, PubMed, EMBASE, Web of Science, MEDLINE and ERIC) were systematically searched for relevant publications. METHODS The study was conducted following the JBI for mixed-method systematic reviews, and the reporting followed the PRISMA guideline. Two researchers independently performed literature screening, literature evaluation, data extraction and synthesis. PROSPERO registration number: CRD42023427451. RESULTS Twenty-six eligible articles were included, including 15 quantitative articles, 10 qualitative articles and 2 mixed-methods articles. The resultant synthesis of key findings led to the identification of these barriers and facilitators, categorised into five distinct levels: nurse-related factors, organisational factors, patient-related factors, the nurse-patient relationship and interdisciplinary collaboration. CONCLUSIONS The findings highlight the factors that facilitate or hinder nurses in providing patient education, suggesting that multifaceted interventions can enhance the practice of patient education in nursing and support the development of appropriate patient education guidelines or public policies. RELEVANCE TO CLINICAL PRACTICE This review delineates the facilitators and barriers influencing nurses' provision of patient education, offering an initial framework for nursing managers to craft interventions aimed at enhancing the quality of patient education provided by nurses, consequently elevating the overall quality of nursing.
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Affiliation(s)
- Shuyi Wang
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Ke Liu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Changsha, China
- Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation: A JBI Centre of Excellence, Changsha, China
| | - Guiyun Wang
- School of Nursing, Shandong Xiehe University, Jinan, China
| | - Yanxia Qi
- School of Nursing, Shandong Xiehe University, Jinan, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China
- Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation: A JBI Centre of Excellence, Changsha, China
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Acharya DK, Nilmanat K, Boonyasopun U. Institutional ethnography of hemodialysis care: Perspectives of multidisciplinary health care teams in Nepal. BELITUNG NURSING JOURNAL 2023; 9:359-368. [PMID: 37645580 PMCID: PMC10461162 DOI: 10.33546/bnj.2691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Revised: 06/02/2023] [Accepted: 06/21/2023] [Indexed: 08/31/2023] Open
Abstract
Background Hemodialysis is the most commonly used renal replacement therapy for end-stage renal disease. The collaborative efforts of multidisciplinary teams comprising nephrologists, nurses, pharmacists, and dietitians play a crucial role in enhancing patient outcomes, improving the quality of care, and reducing treatment costs. However, various factors such as healthcare cost reduction, limited resources, profit-driven systems, organizational structure, and involvement in patient care decisions impact the provision of hemodialysis care by the multidisciplinary teams. Objective This study aimed to explore the institutional practices of multidisciplinary teams within a hemodialysis unit. Methods This institutional ethnography study was conducted between April 2019 to February 2020 in a hemodialysis unit of a public university hospital in Kathmandu, Nepal. Data were collected through face-to-face interviews with ten nurses (including supervisors and incharge), two nephrologists, two dietitians, two pharmacists, and two technicians. Additionally, 167 hours of observation, two focus groups with nurses, analysis of institutional texts, and field notes were conducted. Participants were purposively selected based on their ability to provide diverse information regarding institutional practices in hemodialysis care. Interviews were recorded and transcribed. Results The analyzed data were presented in: 1) the context of hemodialysis care, 2) textual practices: the ruling relations of hemodialysis care (staffing, protocol, job description), 3) hemodialysis decision, and 4) institutional support. Conclusion Hemodialysis care provided by multidisciplinary teams is constrained by limited resources, particularly in terms of physical space, dialysis machines, nurses, doctors, and dietitians. The hospital's cost-cutting policies lead to reduced investment in patient care equipment, particularly dialysis machines, which significantly impact the workload of nurses and technicians. Insufficient nurse staffing necessitates the provision of other renal care responsibilities, resulting in increased workload, reduced time available for hemodialysis care, and unfinished tasks. The absence of clear job descriptions for hemodialysis care places an additional burden on nurses, who are often required to fulfill the responsibilities of other healthcare teams. Doctors hold the authority in making care decisions, which are subsequently followed by other team members.
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Affiliation(s)
- Devaka Kumari Acharya
- Faculty of Nursing, Prince of Songkla University, Hat Yai, Songkhla, Thailand
- Faculty of Nursing, Tribhuvan University, Kathmandu, Nepal
| | - Kittikorn Nilmanat
- Faculty of Nursing, Prince of Songkla University, Hat Yai, Songkhla, Thailand
| | - Umaporn Boonyasopun
- Faculty of Nursing, Prince of Songkla University, Hat Yai, Songkhla, Thailand
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Eskolin SE, Inkeroinen S, Leino-Kilpi H, Virtanen H. Instruments for measuring empowering patient education competence of nurses: Systematic review. J Adv Nurs 2023. [PMID: 36808623 DOI: 10.1111/jan.15597] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Revised: 01/04/2023] [Accepted: 02/05/2023] [Indexed: 02/23/2023]
Abstract
AIM This review aimed to identify validated self-reported instruments used to measure nurses' competence or attribute(s) of competence in empowering patient education, to describe their development and main content and critically appraise and summarize the quality of the instruments. DESIGN Systematic review. DATA SOURCES Electronic databases of PubMed, CINAHL and ERIC were searched from January 2000 to May 2022. REVIEW METHODS Data was extracted following predetermined inclusion criteria. With the support of the research group, two researchers performed data selection and appraised the methodological quality using the COnsensus-based Standards for the selection of health status Measurement INstruments checklist (COSMIN). RESULTS A total of 19 studies reporting 11 instruments were included. The instruments measured varied attributes of competence and the contents were heterogenous reflecting the complex nature of both empowerment and competence as concepts. Overall, the reported psychometric properties of the instruments and methodological quality of the studies were at least adequate. However, there was variation in the testing of the instruments' psychometric properties and lack of evidence limited the evaluation of both the methodological quality of the studies and quality of instruments. CONCLUSION The psychometric properties of the existing instruments assessing nurses' competence in empowering patient education need to be tested further, and future instrument development should be built on a clearer definition of empowerment as well as on more rigorous testing and reporting. In addition, continued efforts to clarify and define both empowerment and competence on the conceptual level are needed. IMPACT Evidence on nurses' competence in empowering patient education and its valid and reliable assessment instruments is scarce. Existing instruments are heterogenous and are often missing proper testing of validity and reliability. These findings contribute to further research on developing and testing the instruments of competence in empowering patient education and strengthening nurses' empowering patient education competence in the clinical practice.
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Affiliation(s)
| | - Saija Inkeroinen
- Department of Nursing Sciences, University of Turku, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Sciences, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Heli Virtanen
- Department of Nursing Sciences, University of Turku, Turku, Finland
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Khazhymurat A, Paiyzkhan M, Khriyenko S, Seilova S, Baisanova S, Kuntuganova A, Almazan JU, Cruz JP. Health education competence: An investigation of the health education knowledge, skills and attitudes of nurses in Kazakhstan. Nurse Educ Pract 2023; 68:103586. [PMID: 36868160 DOI: 10.1016/j.nepr.2023.103586] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Accepted: 02/17/2023] [Indexed: 02/23/2023]
Abstract
AIMS This study assessed the nurses' knowledge of, skills on and attitudes toward health education among nurses working at the University Medical Center Corporate Fund (UMC) in Kazakhstan. The personal and professional factors influencing the nurses' knowledge of, skills on and attitudes toward health education were also investigated. BACKGROUND Health education is one of the nurses' fundamental responsibilities. Nurses' role in health education is critical in empowering patients and their families to live healthier lives, thus ensuring optimum health, well-being and quality of life. However, in Kazakhstan, where the nursing profession is still establishing its professional autonomy, data concerning the competence of Kazakh nurses in health education is unknown. DESIGN A quantitative study, specifically the cross-sectional, descriptive and correlational designs. METHODS The survey was performed at UMC in Astana, Kazakhstan. Using a convenience sampling technique, 312 nurses participated in the survey from March to August 2022. The "Nurse Health Education Competence Instrument" was used to collect data. The personal and professional characteristics of the nurses were also collected. Standard multiple regression analysis examined the personal and professional variables influencing the nurses' health education competence. RESULTS The respondents' average score in the "Cognitive domain," "Psychomotor domain," and "Affective-attitudinal domain" was 3.80 (SD = 0.66), 3.99 (SD = 0.58) and 4.04 (SD = 0.62), respectively. The nurses' category as a nurse, medical center, attendance to health education training/seminars in the last 12 months, provision of health education to a patient in the last week and perception of health education's significance in nursing practice were significant predictors of the nurses' health education competence contributing an approximately 24.4 %, 29.3 % and 27.1 % of the variance of the health education knowledge (R2 = 0.273, Adjusted R2 = 0.244), skills R2 = 0.320, Adjusted R2 = 0.293) and attitudes (R2 = 0.299, Adjusted R2 = 0.271). CONCLUSIONS The nurses reported high levels of health education competence (knowledge, attitudes and skills). The personal and professional factors influencing the nurses' competence in health education are essential to consider when developing interventions and healthcare policies to ensure nurses' competent provision of health education to patients.
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Affiliation(s)
- Akmaral Khazhymurat
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Makpal Paiyzkhan
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Svetlana Khriyenko
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Sandigul Seilova
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Shinar Baisanova
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Anargul Kuntuganova
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Joseph U Almazan
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Jonas Preposi Cruz
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan.
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Abstract
PURPOSE OF REVIEW To provide an overview of the recent research publications on educational needs of patients with psoriatic arthritis (PsA) and the associated challenges. RECENT FINDINGS The rate of good treatment adherence in PsA can be as low as 57.7% and successful patient education can help improve treatment adherence. Also, 78.7% of patients who stopped their disease modifying anti-rheumatic drugs during the first wave of the COVID-19 pandemic did so without the advice of their clinician. In delivering educational needs, the aspects of disease process, treatment, self-help measures, managing pain, movement, psychological and social needs should all be addressed, whilst at the same time, recognising that PsA patients with multidomain disease, are likely to be dealing with more than just pain. Arthritis self-care management education is potentially beneficial, but up to 11% of educational YouTube videos may contain misleading patient opinion and many existing apps do not meet the needs of the patients with PsA. SUMMARY Significant room for improvement exists in treatment adherence in PsA and patient education addressing the relevant educational needs could assist with this issue. However, patients should be advised to be wary of internet videos and other educational aids that were not created by health professionals.
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Affiliation(s)
- Adewale O Adebajo
- Faculty of Medicine, Dentistry and Health, University of Sheffield, Sheffield
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Jung MJ, Roh YS. A Validation Study of the Korean Version of the Nurses' Patient Education Questionnaire. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115609. [PMID: 34073972 PMCID: PMC8197320 DOI: 10.3390/ijerph18115609] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 05/21/2021] [Accepted: 05/22/2021] [Indexed: 11/16/2022]
Abstract
This study aimed to investigate the internal consistency reliability and construct validity of the Korean version of the Nurses’ Patient Education Questionnaire. An accurate assessment of nurses’ perceived patient education competency is required, and these needs assessment results can provide the evidence for designing a continuing education to empower and equip nurses with optimal competency for patient education. A cross-sectional study was used to which a convenience sample of 262 hemodialysis unit nurses in the Republic of Korea. In the exploratory factor analysis, the questionnaire consisted of 26 items belonging to seven factors: (1) nurse belief and knowledge; (2) documentation of patient education activities; (3) collegial teamwork; (4) educational environment; (5) interdisciplinary cooperation; (6) education foundation; and (7) health care organization, all of which accounted for 70.2% of the variance. The internal consistency reliability was 0.91 for the overall scale and each factor at 0.70 to 0.77. The questionnaire provides a valid and reliable instrument to assess nurses’ patient education competency.
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Affiliation(s)
- Myung-Jin Jung
- College of Nursing, Korea University, Seoul 02841, Korea;
| | - Young-Sook Roh
- Red Cross College of Nursing, Chung-Ang University, Seoul 06974, Korea
- Correspondence: ; Tel.: +82-2-820-5978
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