Teaching and learning patient education in undergraduate nursing education: An integrative review
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Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
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Healthcare systems are facing pressure from ageing populations, chronic conditions, and shorter hospital stays, shifting more responsibility for care to patients. These changes highlight the relevance of patient education in supporting patients in managing their own health and making informed health decisions.
While patient education is an established component of nursing standards and competences and has been reviewed across multiple illness contexts, few reviews have examined it from the perspective of nursing students.
The purpose of this integrative review was to identify the current state of research on the education of patient education to nursing students. The study’s objectives were to review evidence on the barriers, facilitators, and teaching strategies related to nursing students learning patient education, with the aim to support educational design in nursing.
In this integrative review a systematic search of five databases (PubMed, CINAHL, ERIC, Medic, and Cochrane) and manual reference screening was conducted to identify 24 peer-reviewed studies published between 2014 and 2024.
Patient education was most commonly taught through simulations, community service projects, and courses without real or simulated patient participation. Learning outcomes revealed attitudes of professional responsibility, increased confidence, and enhanced cognitive, communication, and patient education skills. Students described barriers and facilitators to patient education related to educational, interpersonal, and environmental factors, and noted the need for adequate knowledge and skills as prerequisites for learning.
Future research should strengthen the theoretical and methodological foundations of patient education training to better compare its effects with traditional methods. As learning outcomes have focused mainly on skills, more attention should be given to students having sufficient knowledge, since knowledge deficits remain a barrier to the practice of patient education.