ArticleGlobal journal of health science2015
Iranian Nurses' Views on Barriers and Facilitators in Patient Education: A Cross-Sectional Study.
Article in Global journal of health science, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Structural and cultural barriers to patient education from the perspective of Iranian nurses: a qualitative study.BMC nursing · 2026Article
- Barriers and facilitators to patient education from nursing perspectives in West bank hospitals: a Cross-sectional study.BMC nursing · 2025Article
- Article
- The components of diabetes educator's competence in diabetes self-management education in Iran: A qualitative study.Journal of education and health promotion · 2021Article
- The need for renovating patient education in kidney transplantation: A qualitative study.Journal of education and health promotion · 2020Article
- Sources of Health care providers' Self-efficacy to deliver Health Education: a qualitative study.BMC medical education · 2019Article
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2 authors.
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Abstract
backgroundAs a major factor in patient-centered care, patient education has a great impact on the quality of care provided by nurses; however, clinical nurses' performance with regard to patient education is not satisfactory. This study is an attempt to investigate barriers and facilitators in patient education from nurses' point of view.
methods122 nurses at Jahrom University of Medical Sciences participated in this descriptive-cross sectional study. Sampling was based on the census method. The questionnaire used to collect data included questions about nurses' demography, barriers (10 questions), and facilitators (10 questions) in patient education. The questionnaire was designed to be completed independently. To analyze the data, the researchers used descriptive statistics, including frequency, mean and standard deviation.
resultsThe highest scores related to barriers to patient education were: nurses' insufficient knowledge, patients' physical and emotional unpreparedness, and lack of a proper environment for education. The most important facilitators, on the other hand, were: enhancement of instructing nurses' knowledge and skills, motivating nurses, and a step-by-step approach to patient education.
conclusionIt is important that nurses be prepared and motivated to train their patients. By satisfactory patient education on the part of nurses, patients will be more willing to cooperate in the treatment process.
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