Svavarsdóttir Margrét Hrönn, Sigurðardóttir Árún K, Steinsbekk Aslak
Department of Public Health and General Practice, Norwegian University of Science and Technology, Trondheim, Norway.
St. Olavs Hospital, Trondheim University Hospital, Trondheim, Norway.
BMC Med Educ. 2015 May 13;15:87. doi: 10.1186/s12909-015-0370-x.
Health professionals with the level of competency necessary to provide high-quality patient education are central to meeting patients' needs. However, research on how competencies in patient education should be developed and health professionals trained in them, is lacking. The aim of this study was to investigate the characteristics of an expert educator according to health professionals experienced in patient education for patients with coronary heart disease, and their views on how to become an expert educator.
This descriptive qualitative study was conducted through individual interviews with health professionals experienced in patient education in cardiac care. Participants were recruited from cardiac care units and by using a snowball sampling technique. The interviews were audiotaped and transcribed verbatim. The data were analyzed with thematic approaches, using systematic text condensation.
Nineteen Icelandic and Norwegian registered nurses, physiotherapists, and cardiologists, who had worked in cardiac care for 12 years on average, participated in the study. Being sensitive to the patient's interests and learning needs, and possessing the ability to tailor the education to each patient's needs and context of the situation was described as the hallmarks of an expert educator. To become an expert educator, motivation and active participation of the novice educator and a supportive learning environment were considered prerequisites. Supportive educational resources, observation and experiential training, and guidance from experienced educators were given as examples of resources that enhance competence development. Experienced educators expressed the need for peer support, inter-professional cooperation, and mentoring to further develop their competency.
Expert patient educators were described as those demonstrating sensitivity toward the patient's learning needs and an ability to individualize the patient's education. A supportive learning environment, inner motivation, and an awareness of the value of patient education were considered the main factors required to become an expert educator. The experienced educators expressed a need for continuing education and peer support.
具备提供高质量患者教育所需能力水平的卫生专业人员对于满足患者需求至关重要。然而，关于如何培养患者教育能力以及如何对卫生专业人员进行相关培训的研究却很缺乏。本研究的目的是根据在冠心病患者教育方面有经验的卫生专业人员，调查专家教育者的特征，以及他们对如何成为专家教育者的看法。
本描述性定性研究通过对在心脏护理患者教育方面有经验的卫生专业人员进行个人访谈来开展。参与者从心脏护理病房招募，并采用滚雪球抽样技术。访谈进行录音并逐字转录。使用系统文本浓缩的主题方法对数据进行分析。
19名冰岛和挪威的注册护士、物理治疗师和心脏病专家参与了研究，他们在心脏护理领域平均工作了12年。对患者的兴趣和学习需求敏感，并具备根据每个患者的需求和情况背景量身定制教育的能力，被描述为专家教育者的标志。要成为专家教育者，新手教育者的积极性和积极参与以及支持性的学习环境被认为是先决条件。支持性教育资源、观察和体验式培训以及经验丰富的教育者的指导被作为增强能力发展的资源示例给出。经验丰富的教育者表示需要同伴支持、跨专业合作和指导以进一步发展他们的能力。
专家患者教育者被描述为那些对患者的学习需求表现出敏感性并能够个性化患者教育的人。支持性的学习环境、内在动力以及对患者教育价值的认识被认为是成为专家教育者所需的主要因素。经验丰富的教育者表示需要继续教育和同伴支持。
