Integrating theoretical and practical constructs in patient education: A comprehensive scoping review

This study systematically categorizes, synthesizes, and maps patient education concepts within existing theories, models, and other patient education constructs to clarify its conceptual foundations and address key challenges in the field.

Following Joanna Briggs Institute (JBI) guidelines, we conducted a scoping review using the PCC (Population, Concept, Context) framework. A systematic search was performed across Scopus, Web of Science, CINAHL, PubMed, and Embase. Two reviewers independently screened titles, abstracts, and full texts to identify eligible studies. Included publications defined patient education theories, models, methods, or strategies and described practical applications. Data extraction followed a structured form, and evidence was synthesized using the PAGER framework. A directed content analysis, incorporating categorization matrices and open coding, identified patterns in patient education constructs. Findings were synthesized into a conceptual map structured by the Input-Process-Output (IPO) framework.

From 25,649 screened articles, 56 studies met the inclusion criteria. Analysis revealed seven key categories: (1) Transformative patient education cycle, (2) Social interaction, learning, and support cycle, (3) Adaptation of education with the patient, (4) Educator competencies and roles, (5) Patient education materials, (6) Facilitating information processing, and (7) Procedural and process-oriented approaches. Thirteen subcategories further delineated patient education strategies. The synthesized conceptual map integrates these constructs into three core dimensions: Essential Prerequisites (Input), Adaptive and Personalized Education Process, and Patient Transformation Outcomes (Output).

This study highlights patient education constructs' breadth, complexity, and multifaceted nature. By consolidating diverse theoretical and practical approaches into an integrated framework, it enhances conceptual clarity and provides a foundation for future empirical validation.

This study comprehensively maps patient education constructs, establishing a foundational framework for developing an integrated theoretical model. The resulting categorizations are essential for constructing a comprehensive patient education model that can be adapted to various healthcare contexts.