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How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education

How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education


Titill: How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education
Höfundur: Svavarsdóttir, Margrét Hrönn
Steinsbekk, Aslak   orcid.org/0000-0001-9090-0739
Sigurðardóttir, Árún Kristín
Útgáfa: 2015-05-13
Tungumál: Enska
Umfang: 87
Háskóli/Stofnun: Háskólinn á Akureyri
University of Akureyri
Svið: Heilbrigðisvísindasvið (HA)
School of Health Sciences (UA)
Deild: Hjúkrunarfræðideild (HA)
Faculty of Nursing (UA)
Birtist í: BMC Medical Education;15(1)
ISSN: 1472-6920
DOI: 10.1186/s12909-015-0370-x
Efnisorð: Patient edcuation; Professional competence; Continuing education; Clinical competence; Health personnel; Health educators; Qualitative research; Coronary disease
URI: https://hdl.handle.net/20.500.11815/169

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Tilvitnun:

Svavarsdóttir, M. H., Sigurðardóttir, Á K., & Steinsbekk, A. (2015). How to become an expert educator: A qualitative study on the view of health professionals with experience in patient education. BMC Medical Education, 15(1), 87. doi:10.1186/s12909-015-0370-x

Útdráttur:

Background: 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. Methods: 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. Results: 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. Conclusions: 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.

Leyfi:

This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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