CNRS, CHU Lille, UMR 9193 - SCALab - Cognitive and Affective Sciences, University of Lille, Lille, France.
Transversal Unit of Patient Education, Teaching Hospital of Lille, Lille, France.
J Adv Nurs. 2019 Nov;75(11):2616-2626. doi: 10.1111/jan.14033. Epub 2019 May 29.
To explore professionals' (i.e. nurses and nursing assistants) motivation for Patient Education according to their emotional skills.
A cross-sectional study using a convenience sample of professionals completing self-reported questionnaires assessing their general emotional skills and their Patient-Education-related sense of competence, autonomy and relatedness, according to the theory of basic psychological needs.
Professionals from 27 French hospitals working in various departments completed paper and web-based questionnaires between January 2015 - May 2017. Mediation analyses were performed controlling for the already known variables associated with motivation for patient education.
Usable questionnaires (N = 185) were analysed. Professionals' emotional skills were associated with their motivation for Therapeutic Patient Education both directly and indirectly (i.e. partial mediation) via a higher sense of competence in Patient Education. Among the covariates, professionals who had received a high-level training in Patient Education, those with a high recognition of their work in patient education and nurses (compared with nursing assistants) were the most motivated.
Professionals' emotional skills are the mainstay of their motivation for Patient Education. Training should aim to develop these skills so that professionals can manage their own emotions better (e.g. frustration when faced with non-motivated patients) and those of patients (e.g. discouragement) and thus effectively support patient self-management.
The study addressed nurses' and nursing assistants' motivation for patient education. Their emotional skills were directly and indirectly - via a higher sense of patient-education-related competence - associated with higher motivation. Training for professionals should therefore develop their emotional skills.
根据情感技能探讨专业人员（即护士和护理助理）进行患者教育的动机。
横断面研究，使用便利样本的专业人员完成自我报告问卷，根据基本心理需求理论评估他们的一般情感技能以及与患者教育相关的胜任感、自主性和关联性。
2015 年 1 月至 2017 年 5 月期间，来自法国 27 家医院不同科室的专业人员通过纸质和网络问卷进行了研究。在控制与患者教育动机相关的已知变量的情况下，进行了中介分析。
分析了 185 份可用问卷。专业人员的情感技能与他们进行治疗性患者教育的动机直接相关，也通过患者教育方面更高的胜任感间接相关（即部分中介）。在协变量中，接受过患者教育高级培训的专业人员、对患者教育工作有高度认可的专业人员以及护士（与护理助理相比）的动机最强。
专业人员的情感技能是他们进行患者教育的主要动机。培训应旨在发展这些技能，使专业人员能够更好地管理自己的情绪（例如面对缺乏动机的患者时的挫败感）和患者的情绪（例如沮丧），从而有效地支持患者的自我管理。
本研究探讨了护士和护理助理进行患者教育的动机。他们的情感技能与更高的患者教育动机直接相关，也通过更高的与患者教育相关的能力感间接相关。因此，专业人员的培训应注重培养他们的情感技能。
