جستجوی مقالات مرتبط با کلیدواژه « موانع آموزش به بیمار » در نشریات گروه « پزشکی »

Patient education is an effective nursing care to increase patient satisfaction with health care, reduce anxiety and the length of hospitalization and costs. Despite the importance of patient education, currently available evidence indicates the fact that the nurses do not show a positive and clear attitude towards patient education. The aim of this study was to identify and compare the barriers (related to patient, nurses and management) in patient education from the view of patients and nurses in the Shahid Madani Hospital. Material and This is a descriptive, analytical study. The study population consisted of all nurses in medical, surgical, CCU, ICU wards and adult patients hospitalized in different wards .With the census sampling, questionnaires were handed to 193 nurses) and 184 patients. The data collection tool of both nurses and patients was a two-part questionnaire (first part Demographic Specifications and second part statements related to patient-related barriers, nurses-related barriers, manager -related barriers). To determine the validity and reliability of the study, content validity and split half method and Cronbach's alpha were used, respectively. The results showed that the most important patient-related barrier towards education from the patients viewpoint includes: I prefer to be taught by my doctor (%22.6) while most important patient-related barrier from nurse's view was lack of understanding of content because of illiteracy or low literacy (%20.8) .Also, Important nurses-related barrier from patient's view regarding education contains: Nurses do not have enough time for patient education (% 11.5) while this barrier from nurse's viewpoint were physical and mental fatigue of nurses due to high duties and shifts (% 33.9) . Important management-related barrier from patient's view contains: There are no rewards for nurses who educate patients (% 26.8) while this barrier from nurse's viewpoint was that managers do not provide enough nurses for wards (%48.2). Patient's preference to receive education from their physicians, lack of content understanding because of patient's illiteracy or low literacy, communication difficulties and lack of patient's knowledge about their rights to receive education, lack of enough time for patient education, physical and mental fatigue of nurses due to high duties, lack of rewards for nurses who educate patients were important barriers for patient education. Due to the numerous benefits of patient education for patients, families, doctors and nurses and its impact on improving patient satisfaction, we need to remove barriers regarding patient education by appropriate measures.

Patient education is considered as a standard in quality of nursing care. It is counted as an accrediting criterion for the organizations that provide health services. Meanwhile, there are evidences indicating the failure in this area. As a result, this study aimed to determine barriers to patient education in managerial, individual care-giving, as well as patients and caregivers dimensions from nurses’ viewpoints. This descriptive cross-sectional study was conducted on a census sample of nurses working in hospitals affiliated to Jahrom University of Medical Sciences in year 2013 (n=271). Data gathering tool was a researcher-made questionnaire about three categories of barriers to patient education, including “managerial”, “individual care-giving” and “patients and caregivers” obstacles. The validity and reliability of the questionnaire was confirmed. Data was analyzed by calculating frequency of responses to items, and weighted frequencies in each category. Most responders agreed to the barrier role of managerial (88.9%), individual care-giving (52%) and patients and caregivers (76.8%) items in patient education program. The most important barriers were lack of time due to workload (87.1%) regarding management area, lack of patient education planning for nurses in their daily work as a duty (64.2%) regarding individual care-giving area, and the unknown role of the nurses as a teacher to patients and the community (72.3%) regarding patients and caregivers. Management agents were the most important barriers of patient education. Therefore it is recommended that managers make actions such as taking a sufficient number of personnel, prioritize education by nurses in their daily tasks, and introduce patients with education to make them eager to admit this education and consequently encourage nurses.

Education is of the basic rights of the patients, and also, a main recognized role of the nurses. Education is an accrediting criterion of the organizations which provide health services. However, the results of the studies indicate that no effective patient education in different societies has been delivered, and this has had negative individual, family, and social consequences. Due to its interactional and cultural nature, patient education sounds to be vital and necessary to be investigated in specific societies and cultures. This study aims at identifying obstac les which leads to the lack of effective patient education. The qualitative research approach (grounded theory) was used in this study and open-ended interviews and field observations were used to gather the data. Eighteen nurses, 4 cardiovascular specialists, 9 patients with cardiovascular disease and 4 family members were interviewed at two educational hospitals in Tehran. Interviews were taped, transcribed and analyzed using constant comparative analysis. More than 800 first level code, 26 categories, and three main variables were extracted as barriers to the effective patient education which are listed as follow: ineffective management, inappropriate organizational culture, and cultural obstructs. Each of these categories includes specific sub categories with specific features, functions, and conditions. Organizational culture played an important and central role in patient education. Although intervening main factors such as those extracted in this study, namely management, organizational culture, and cultural factors are also considered as patient education barriers in different societies, their nature and functions of each of three factors are totally different in societies. Therefore, precise identification and definition of their situation in planning and improving patient education seems to be very necessary.