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- Bergh, Anne-Louise, et al.
(författare)
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Nurses’ Patient Education Questionnaire : development and validation process
- 2015
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Ingår i: Journal of Research in Nursing. - : Sage Publications Ltd.. - 1744-9871 .- 1744-988X. ; 20:3, s. 181-200
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Conditions for nurses’ daily patient education work are unclear and require clarification. The aim was to develop and validate the Nurses’ Patient Education Questionnaire, a questionnaire that assesses nurses’ perceptions of appropriate conditions for patient education work: what nurses say they actually do and what they think about what they do. The questionnaire was developed from a literature review, resulting in the development of five domains. This was followed by ‘cognitive interviewing’ with 14 nurses and dialogue with 5 pedagogical experts. The five domains were identified as significant for assessing nurses’ beliefs and knowledge; education environment; health care organisation; interdisciplinary cooperation and collegial teamwork; and patient education activities. A content validity index was used for agreement of relevance and consensus of items by nurses (n¼10). The total number of items in the final questionnaire is 60, consisting of demographic items, what nurses report they do and perceptions about patient education in daily work. The questionnaire can be used by managers and nurses to identify possibilities and barriers to patient education in different care contexts.
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| 2. |
- Bergh, Anne-Louise, et al.
(författare)
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Perpetuating ‘New Public Management’ at the expense of nurses’ patient education : a discourse analysis
- 2015
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Ingår i: Nursing Inquiry. - : Wiley. - 1320-7881 .- 1440-1800. ; 22:3, s. 190-201
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore the conditions for nurses’ daily patient education work by focusing on managers’ way of speaking about the patient education provided by nurses in hospital care. An explorative, qualitative design with a social constructionist perspective was used. Data were collected from three focus group interviews and analysed by means of critical discourse analysis. Discursive practice can be explained by the ideology of hegemony. Due to a heavy workload and lack of time, managers could ‘see’ neither their role as a supporter of the patient education provided by nurses, nor their role in the development of nurses’ pedagogical competence. They used organisational, financial, medical and legal reasons for explaining their failure to support nurses’ provision of patient education. The organisational discourse was an umbrella term for ‘things’ such as cost-effectiveness, which were prioritised over patient education. There is a need to remove managerial barriers to the professional development of nurses’ patient education. Managers should be responsible for ensuring and overseeing that nurses have the prerequisites necessary for providing patient education as well as for enabling continuous reflective dialogue and opportunities for learning in practice.
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| 3. |
- Bergh, Anne-Louise, 1952-, et al.
(författare)
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Registered Nurses’ Patient Education in Everyday Primary Care Practice: : Managers Discourses
- 2015
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Ingår i: Global Qualitative Nursing Research.. - : Sage Publications. - 2333-3936. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Nurses’ patient education is important for building patients’ knowledge, understanding, and preparedness for self-management.The aim of this study was to explore the conditions for nurses’ patient education work by focusing on managers’ discoursesabout patient education provided by nurses. In 2012, data were derived from three focus group interviews with primary caremanagers. Critical discourse analysis was used to analyze the transcribed interviews. The discursive practice comprised adiscourse order of economic, medical, organizational, and didactic discourses. The economic discourse was the predominantone to which the organization had to adjust. The medical discourse was self-evident and unquestioned. Managers reorganizedpatient education routines and structures, generally due to economic constraints. Nurses’ pedagogical competencedevelopment was unclear, and practice-based experiences of patient education were considered very important, whereastheoretical pedagogical knowledge was considered less important. Managers’ support for nurses’ practical- and theoreticalbasedpedagogical competence development needs to be strengthened.
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| 4. |
- Bergh, Anne-Louise
(författare)
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Sjuksköterskors patientundervisande arbete : Ett otydligt fält
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Aim: The overall aim of this thesis is to explore, describe and critically assess conditions for nurses’ patient education work. This was carried out in two stages. In the first stage, the aim was to describe nurses’ experiences and perceptions of patient education work in relation to organisation, environment, professional cooperation and pedagogical competence, as well as describe differences between primary, municipal and hospital care. In the second stage, the aim was to identify discourses in the ways managers speak of the conditions for nurses’ patient education work in primary and hospital care.Methods: In studies I and II, a randomised selection of nurses (842) received a questionnaire of 47 items concerning factual experiences and perceptions patient education, and 13 background items. Questionnaires were returned by 83 % of the participants. The items concerned organisation, environment, professional cooperation (I), and pedagogical competence (II). Descriptive statistics, non-parametric tests and content analysis for open-ended items were used. In studies III and IV, data was collected from three focus group interviews with managers (n=10) in hospital care, and three focus groups interviews with managers (n=10) in primary care. An explorative, qualitative design with a social constructionist perspective was used. The data was analysed with a critical discourse analysis.Results: Nurses’ perceptions of conditions for patient education differ between healthcare settings, in favour of primary care (I, II). The nurses in primary care had better conditions and more managerial support, for example in the allocation of uninterrupted time (I). The primary care nurses had an advantage in relation to those in municipal or hospital care when it came to following research in patient education as well as how they perceived their own competences, pedagogical education and post graduate specialisations (II). Due to a heavy workload and a lack of time, the managers in hospital care could neither see the importance of their role as a supporter of the patient education provided by the nurses nor their role in the development of the nurses’ pedagogical competence. The managers used (mainly) organisational, financial, medical and legal discourses for explaining their failure to support the nurses’ providing patient education (III). The discursive practice in primary care comprised a discourse order of economic, medical, organisational and didactic discourses. The economic discourse was the predominant one, to which the organisation had to adjust. The medical discourse was self-evident and unquestioned. The managers initiated reorganisations, generally due to financial constraints. The nurses’ pedagogical competence development was unclear. Practicebased experiences of patient education were considered very important, whereas theoretical pedagogical knowledge was considered less important (IV).Conclusions: Nurses’ patient education work must be made visible and be given sufficient resources. In this process, support from their managers is considered vital. Managers’ support for nurses’ practical and theory-based pedagogical competence development needs to be strengthened.
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