Winslow E H
Nurs Clin North Am. 1976 Jun;11(2):213-22.
Although nursing perceives patient teaching as an essential function, there is significant disparity between policy and practice. The evidence cited shows that nurses are not doing effective, consistent patient teaching and are not perceived by patients and doctors as competent in patient teaching. It appears that nurses do not view patient teaching as a priority and that nurses are not held accountable for patient teaching. Patient teaching seems to be done only "if there is time." It is often done on an informal and largely voluntary basis by motivated nurses. Nurses must awaken to the fact that patient education is not a luxury, but a necessity if patients are to receive maximum benefit from today's knowledge of treatment, prevention, and control of disease. Multiple factors interfere with nurse's doing adequate patient teaching, including inadequate preparation to teach and discrepancies in acceptance of teaching as the nurse's role. These obstacles can be overcome; they must be overcome if nursing is to make a significant contribution toward quality health care.
尽管护理行业将患者教育视为一项基本职能，但政策与实践之间存在显著差距。所引用的证据表明，护士并未开展有效、连贯的患者教育，患者和医生也不认为护士在患者教育方面有能力。似乎护士并不将患者教育视为优先事项，而且护士在患者教育方面也无需承担责任。患者教育似乎只是“有时间就做”。通常是由积极主动的护士在非正式且很大程度上是自愿的基础上进行。护士必须意识到，患者教育并非奢侈品，而是患者要从当今疾病治疗、预防和控制知识中获得最大益处所必需的。多种因素妨碍护士进行充分的患者教育，包括教学准备不足以及对将教学视为护士职责的认可度存在差异。这些障碍是可以克服的；如果护理行业要对高质量医疗保健做出重大贡献，就必须克服这些障碍。
