ArticleBMC nursing2025
How experienced nurses think and act in supporting patient learning: an interview study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPatients' knowledge and participation are essential for safe care. Nurses must enhance their pedagogical knowledge and skills to support patients to understand their health and become active partners in care. Pedagogical activities were implemented in a specialist nursing program to support this learning. The aim of this study was to explore experienced nurses' understanding of the meaning of pedagogical encounters with patients in cancer care, as well as how they think and act during these encounters to support patients' learning.
methodsInterpretative qualitative study using individual interviews with nurses (n = 8) undergoing specialist training. An interview guide along with the nurses' written assignments during the specialist training were used to aid the interview. Data were analysed using reflexive thematic analysis.
resultsThe nurses' understanding of the meaning of pedagogical encounters with patients in cancer care could be described by one overarching theme "A holistic approach to support patients learning" and five sub-themes: "Supporting patient learning through pedagogical awareness", "Creating an atmosphere of trust", "Forming mutual understanding and participation", "Using personal characteristics and experiences", and "Engaging in continuous learning and team collaboration". The nurses' overarching goal with the pedagogical encounter was to support patients to understand and cope with their situation. They used strategies like active listening, observing non-verbal cues, and seeking feedback to create a supportive, person-centred learning environment. Theoretical knowledge enhanced their awareness of diverse learning methods and how to tailor nursing interactions to individual needs. Still, they emphasized the importance of personal characteristics and experiences over theoretical knowledge, where self-awareness, empathy, and human insight is vital.
conclusionThe nurses' thoughts and actions in their encounters with patients were supported by what they had experienced and studied about learning in the program, their competencies in nursing, and most strongly their own personal qualities and experiences. These are all important sources to support patient learning, but we want to forward the importance of including pedagogical knowledge and practice in health care education. Future research should explore how theoretical knowledge in pedagogy can be better integrated into practice. CLINICAL TRIAL NUMBER: Not applicable.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.