Registered Nurses’ Patient Education in Everyday Primary Care Practice: Managers’ Discourses
Open accessAbstract
Nurses' patient education is important for building patients' knowledge, understanding, and preparedness for self-management. The aim of this study was to explore the conditions for nurses' patient education work by focusing on managers' discourses about patient education provided by nurses. In 2012, data were derived from three focus group interviews with primary care managers. Critical discourse analysis was used to analyze the transcribed interviews. The discursive practice comprised a discourse order of economic, medical, organizational, and didactic discourses. The economic discourse was the predominant one to which the organization had to adjust. The medical discourse was self-evident and unquestioned. Managers reorganized patient education routines and structures, generally due to economic constraints. Nurses' pedagogical competence development was unclear, and practice-based experiences of patient education were considered very important, whereas theoretical pedagogical knowledge was considered less important. Managers' support for nurses' practical- and theoretical-based pedagogical competence development needs to be strengthened.
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Nursing discharge education may be so integrated into other nursing care activities that it is not described or evaluated separately, unless motivated by standards determined by an external entity such as The Joint Commission, the QSEN institute, or a professional organization such as AWHONN.
“Nursing discharge education may be so integrated into other nursing care activities (Bergh et al., 2015) that is not described or evaluated separately, unless motivated by standards determined by an external entity such as The Joint Commission (2019), the QSEN institute (2020) or a professional organization such as AWHONN (Suplee & Janke, 2020).”
From Scoping Review of Postpartum Discharge Education Provided by Nurses (2022) · cites this paper as Bergh et al., 2015
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- Authors
- Bergh, A.-L., Friberg, F., Persson, E., & Dahlborg-Lyckhage, E.
- Affiliations
- University of Borås (SE)
- University of Stavanger (NO)
- Lund University (SE)
- University of West, Trollhättan, Sweden
- Corresponding author
- Bergh, Anne-Louise
- Venue
- Global Qualitative Nursing Research
- Publisher
- SAGE Publications
- Published
- 2015-01-01
- Volume
- 2
- Pages
- 2333393615599168-2333393615599168
- ISSN
- 2333-3936 (ISSN-L)
- PMC
- PMC5342863
- OpenAlex
- W2130678278
- Cited by
- 30
- References
- 34
- Citations by year
- 2025: 4 · 2024: 4 · 2023: 4 · 2022: 5 · 2021: 3 · 2020: 4 · 2019: 3 · 2018: 1 · 2016: 2
- FWCI
- 2.79
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Global Qualitative Nursing Research (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- Diva portal (Dalarna University Library) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Lund University Publications (Lund University) (submittedVersion)
- Topics
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Health Sciences › Health Professions › General Health Professions › Nursing Roles and Practices
- Health Sciences › Health Professions › General Health Professions › Health Sciences Research and Education
- Keywords
- patient education, registered nurses, primary care, primary care managers, economic discourse, medical discourse, organizational discourse, didactic discourse, self-management, nursing education, hands-on learning
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