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Perceived Learning Needs of Hospitalised Cancer Patients and Nurses
Xi Zhang1,2, Meiliyang Wu1, Ye Chen1
1Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
Nursing Open
|February 14, 2025
Summary
Cancer patients and nurses differ on learning priorities. Patients prioritize complications, while nurses focus on daily care, impacting health education program design.
Area of Science:
- Oncology Nursing
- Patient Education
- Health Disparities
Background:
- Effective cancer care requires understanding patient and nurse perspectives on learning needs.
- Existing research often overlooks the divergence in perceived educational priorities between these groups.
- Tailored health education programs are crucial for improving patient outcomes and nursing practice.
Purpose of the Study:
- To investigate and compare the perceived learning needs of cancer patients and nurses.
- To identify specific areas of agreement and disagreement in educational priorities.
- To inform the development of more effective patient-centered health education strategies.
Main Methods:
- Cross-sectional descriptive study involving 1147 cancer patients and 1000 nurses.
- Data collected via self-designed general information questionnaire and the Revised Chinese version of the Patient Learning Needs Scale.
- Convenience sampling used from February 2022 to June 2023.
Main Results:
- Both patients and nurses identified information on complications and symptoms as top learning needs.
- Patients ranked disease-related issues as lowest priority, whereas nurses prioritized daily treatment and activities.
- Significant discrepancies exist in the perceived importance of various learning content areas.
Conclusions:
- Divergent views between cancer patients and nurses on essential learning content necessitate a balanced approach in health education.
- Health education programs should integrate both patient-centric and nurse-informed priorities for optimal effectiveness.
- Addressing these differing perceptions can enhance patient understanding and support nursing education initiatives.
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