Institute of Health Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Göteborg, Sweden.
J Nurs Manag. 2012 Mar;20(2):170-86. doi: 10.1111/j.1365-2834.2011.01367.x. Epub 2012 Jan 23.
The aim of this review was to identify conditional factors for nurses' patient-education work and to identify foundational aspects of significance when designing studies on this patient-education work.
A few reviews of nurses patient education work exist, published up to 30 years ago, spawning interest in performing a review of more recent studies.
A search of CINAHL, MEDLINE and ERIC was made for articles dating from 1998 to 2011. Thirty-two articles were selected and an integrative review was performed.
Conditional factors were identified and beliefs and knowledge, environment, organization, interdisciplinary cooperation, collegial teamwork and patient education activities. A model was developed to describe foundational aspects of significance when designing studies.
The conditional factors are to be seen as either enabling or hindering the accomplishment of evidence-based patient education and the level of person centredness, patient safe care and ethics - something that has to be considered when designing studies.
More detailed studies are required to clarify the nature of patient education work and to create realistic conditions that enable the role to be fulfilled in everyday work. Such knowledge is of significance for nursing management in developing supportive activities for nurses.
本综述旨在确定护士患者教育工作的条件因素，并确定在设计该患者教育工作研究时具有重要意义的基础方面。
有一些关于护士患者教育工作的评论，发表于 30 年前，这激发了人们对更近期研究进行综述的兴趣。
对 CINAHL、MEDLINE 和 ERIC 进行了 1998 年至 2011 年的文章检索。选择了 32 篇文章，并进行了综合回顾。
确定了条件因素，并确定了信念和知识、环境、组织、跨学科合作、同事团队合作和患者教育活动。制定了一个模型来描述在设计研究时具有重要意义的基础方面。
这些条件因素可被视为有利于或阻碍基于证据的患者教育的完成，以及以人为本、患者安全护理和伦理学的水平——这在设计研究时必须加以考虑。
需要更详细的研究来阐明患者教育工作的性质，并创造现实的条件，使该角色能够在日常工作中得到履行。这些知识对于护理管理在为护士开展支持性活动方面具有重要意义。
