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Nurses' patient-education work: conditional factors - an integrative review
Febe Friberg1, Vigdis Granum, Anne-Louise Bergh
1Institute of Health Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Göteborg, Sweden. febe.friberg@gu.se
Journal of Nursing Management
|March 3, 2012
Summary
This review identifies factors enabling or hindering nurses' patient education. Understanding these conditional factors is crucial for designing effective patient education studies and improving nursing practice.
Area of Science:
- Nursing
- Health Education
- Evidence-Based Practice
Background:
- Limited recent reviews on nurses' patient education work.
- Previous reviews published up to 30 years ago.
Purpose of the Study:
- Identify conditional factors influencing nurses' patient education.
- Determine foundational aspects for designing patient education studies.
Main Methods:
- Integrative review of 32 articles.
- Searched CINAHL, MEDLINE, and ERIC databases.
- Articles published between 1998 and 2011.
Main Results:
- Identified conditional factors: beliefs, knowledge, environment, organization, interdisciplinary cooperation, collegial teamwork, and patient education activities.
- Developed a model for foundational aspects in study design.
- Conditional factors can enable or hinder evidence-based patient education.
Conclusions:
- Conditional factors impact person-centeredness, patient safety, and ethics in care.
- Further research needed to clarify patient education work and establish supportive conditions.
- Findings are significant for nursing management in developing support activities.
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