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

Area of Science:

• Health Professions Education
• Patient Education Research
• Health Literacy Studies

Background:

• Patient education is crucial for health outcomes but lacks conceptual clarity.
• Existing theories and models of patient education are diverse and fragmented.
• A systematic synthesis is needed to address challenges in patient education practice and research.

Purpose of the Study:

• To systematically categorize, synthesize, and map patient education concepts.
• To clarify the conceptual foundations of patient education.
• To address key challenges in the field of patient education.

Main Methods:

• Scoping review following Joanna Briggs Institute (JBI) guidelines.
• Systematic search across major databases (Scopus, Web of Science, CINAHL, PubMed, Embase).
• Data synthesis using the PAGER framework and directed content analysis, culminating in an Input-Process-Output (IPO) conceptual map.

Main Results:

• Analysis of 56 studies revealed seven key categories and thirteen subcategories of patient education constructs.
• Identified constructs include transformative cycles, social interaction, adaptation, educator competencies, materials, information processing, and procedural approaches.
• A conceptual map was developed, integrating constructs into Essential Prerequisites (Input), Adaptive Education Process, and Patient Transformation Outcomes (Output).

Conclusions:

• The study highlights the breadth and complexity of patient education constructs.
• An integrated framework enhances conceptual clarity and provides a foundation for empirical validation.
• The categorizations are essential for developing comprehensive, adaptable patient education models for various healthcare contexts.