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Wang S, Liu K, Shi Z, Chen Q, Tang S. Instruments for measuring patient health education competence among nursing personnel: protocol for a COSMIN-based systematic review. BMJ Open 2023; 13:e072905. [PMID: 37802627 PMCID: PMC10565267 DOI: 10.1136/bmjopen-2023-072905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 09/22/2023] [Indexed: 10/10/2023] Open
Abstract
INTRODUCTION Health education, as a crucial strategic measure of disease prevention and control in the 21st century, has become an important part of healthcare. As the main deliverers of patient health education, nursing personnel's patient health education competence (PHEC) has received much attention. Instruments for assessing the PHEC of nursing personnel have been developed internationally, but there is a lack of systematic reviews and evaluations of the psychometric properties of these instruments. To effectively select appropriate PHEC assessment instruments in specific contexts, a systematic and comprehensive review and evaluation of these measurement instruments are needed. The goal of this systematic review is to systematically evaluate the psychometric properties of existing PHEC instruments. METHODS AND ANALYSIS In this study, eight databases will be searched between 1 March 2023 and 31 2023 to retrieve studies that include instrument(s) measuring the PHEC of nursing personnel. Two researchers will independently perform literature screening, data extraction and literature evaluation. In case of disagreement, a third researcher will be involved in the resolution. The measurement properties of PHEC assessment instruments will be systematically reviewed based on the consensus-based standards for the selection of health measurement instruments (COMSIN) methodology and guideline. ETHICS AND DISSEMINATION Ethical approval is not applicable for this study. We will share the findings from the study at national and/or international conferences and in a peer-reviewed journal in the fields of health education and/or patient education. PROSPERO REGISTRATION NUMBER CRD42023393293.
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Affiliation(s)
- Shuyi Wang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Ke Liu
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Zeya Shi
- Department of Nursing, Hunan Provincial People's Hospital, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
- Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Changsha, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
- Xiangya Center for Evidence-Based Practice & Healthcare Innovation: A Joanna Briggs Institute Affiliated Group, Changsha, Hunan, China
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Mrayyan MT, Abunab HY, Abu Khait A, Rababa MJ, Al-Rawashdeh S, Algunmeeyn A, Abu Saraya A. Competency in nursing practice: a concept analysis. BMJ Open 2023; 13:e067352. [PMID: 37263688 DOI: 10.1136/bmjopen-2022-067352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/03/2023] Open
Abstract
OBJECTIVE Competency denotes the ability to execute a certain task or action with the necessary knowledge. Competency definitions and measurements are challenging for nursing and other professions due to their multidimensional aspects. This study aimed to clarify the concept of competency in nursing practice and propose an accurate definition. DESIGN Walker and Avant's approach was used to elucidate the concept of competency in nursing practice. DATA SOURCES ScienceDirect, PubMed, ProQuest, Scopus and CINAHL were searched from 1 January 2000 to 31 December 2021. ELIGIBILITY CRITERIA We included studies with the keywords: "concept analysis", "competence", "competency" and "nursing". The search was limited to full-text studies written in English that used theoretical and empirical approaches. DATA EXTRACTION AND SYNTHESIS We extracted the concept's uses, defining attributes, and the consequences and antecedents of the concept. RESULTS 60 articles were identified from the search process; after excluding duplicates and works unrelated to the study aim and context following the full-text screening, 10 articles were included in this concept analysis. The common defining attributes of competency were knowledge, self-assessment and dynamic state. Competency in nursing practice had many reported positive consequences that include but are not limited to improved patient, nurse and organisational outcomes. CONCLUSIONS Nurses can benefit from the result of this analysis in practice to implement professional care, in particular clinical contexts and situations to enhance patients' health.
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Affiliation(s)
- Majd T Mrayyan
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Hamzeh Y Abunab
- Department of Basic Nursing, Faculty of Nursing, Isra University, Amman, Jordan
| | - Abdallah Abu Khait
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | - Mohammad J Rababa
- Department of Adult Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan
| | - Sami Al-Rawashdeh
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
| | | | - Ahmed Abu Saraya
- Department of Adult Health Nursing, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan
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Loyal D, Ricci L, Villegente J, Ayav C, Kivits J, Rat AC. Healthcare providers perception of therapeutic patient education efficacy according to patient and healthcare provider characteristics. Chronic Illn 2023; 19:233-249. [PMID: 34894789 DOI: 10.1177/17423953211058411] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
OBJECTIVES Therapeutic patient education improves numerous health and psychological outcomes in patients with chronic diseases. However, little is known about what makes a therapeutic patient education intervention more effective than another one. This study aims to identify in healthcare professionals the perceived determinants of therapeutic patient education efficacy at the individual level. METHODS Semi-structured individual interviews have been conducted with healthcare professionals (HCP, n=28, including 20 nurses) involved in therapeutic patient education programs (n=14) covering various chronic conditions (kidney and cardiovascular diseases, chronic pain, diabetes, etc.). A thematic content analysis following an inductive approach was used (Nvivo.11 software). RESULTS Five themes were retrieved for patient characteristics: understanding and education, personality, readiness and motivation, social environment, and misinformation and beliefs. Four themes were retrieved for healthcare professionals' characteristics: medical knowledge, appropriate attitude and relational skills, pedagogical skills, and training. DISCUSSION Patient personality is rarely discussed in the literature. Patients who are introverted, lack curiosity, or are not compliant might benefit from specific therapeutic patient education practices or formats. All these potential determinants regarding patients and healthcare professionals should be routinely assessed in future studies about therapeutic patient education efficacy to understand precisely what makes an intervention successful.
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Affiliation(s)
| | - Laetitia Ricci
- CIC 1433 Clinical Epidemiology, 26920CHRU-Nancy, INSERM, 137665University of Lorraine, France
| | - Julie Villegente
- CIC 1433 Clinical Epidemiology, 26920CHRU-Nancy, INSERM, 137665University of Lorraine, France.,27078University of Reims Champagne-Ardenne, France
| | - Carole Ayav
- CIC 1433 Clinical Epidemiology, 26920CHRU-Nancy, INSERM, 137665University of Lorraine, France
| | | | - Anne-Christine Rat
- 137665University of Lorraine, APEMAC EA4360, France.,27003University of Caen Normandie, UMR-S 1075 - COMETE, France.,Rheumatology Department, 26962University Hospital Center Caen, France
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Eskolin SE, Inkeroinen S, Leino-Kilpi H, Virtanen H. Instruments for measuring empowering patient education competence of nurses: Systematic review. J Adv Nurs 2023. [PMID: 36808623 DOI: 10.1111/jan.15597] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Revised: 01/04/2023] [Accepted: 02/05/2023] [Indexed: 02/23/2023]
Abstract
AIM This review aimed to identify validated self-reported instruments used to measure nurses' competence or attribute(s) of competence in empowering patient education, to describe their development and main content and critically appraise and summarize the quality of the instruments. DESIGN Systematic review. DATA SOURCES Electronic databases of PubMed, CINAHL and ERIC were searched from January 2000 to May 2022. REVIEW METHODS Data was extracted following predetermined inclusion criteria. With the support of the research group, two researchers performed data selection and appraised the methodological quality using the COnsensus-based Standards for the selection of health status Measurement INstruments checklist (COSMIN). RESULTS A total of 19 studies reporting 11 instruments were included. The instruments measured varied attributes of competence and the contents were heterogenous reflecting the complex nature of both empowerment and competence as concepts. Overall, the reported psychometric properties of the instruments and methodological quality of the studies were at least adequate. However, there was variation in the testing of the instruments' psychometric properties and lack of evidence limited the evaluation of both the methodological quality of the studies and quality of instruments. CONCLUSION The psychometric properties of the existing instruments assessing nurses' competence in empowering patient education need to be tested further, and future instrument development should be built on a clearer definition of empowerment as well as on more rigorous testing and reporting. In addition, continued efforts to clarify and define both empowerment and competence on the conceptual level are needed. IMPACT Evidence on nurses' competence in empowering patient education and its valid and reliable assessment instruments is scarce. Existing instruments are heterogenous and are often missing proper testing of validity and reliability. These findings contribute to further research on developing and testing the instruments of competence in empowering patient education and strengthening nurses' empowering patient education competence in the clinical practice.
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Affiliation(s)
| | - Saija Inkeroinen
- Department of Nursing Sciences, University of Turku, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Sciences, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Heli Virtanen
- Department of Nursing Sciences, University of Turku, Turku, Finland
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Khazhymurat A, Paiyzkhan M, Khriyenko S, Seilova S, Baisanova S, Kuntuganova A, Almazan JU, Cruz JP. Health education competence: An investigation of the health education knowledge, skills and attitudes of nurses in Kazakhstan. Nurse Educ Pract 2023; 68:103586. [PMID: 36868160 DOI: 10.1016/j.nepr.2023.103586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Accepted: 02/17/2023] [Indexed: 02/23/2023]
Abstract
AIMS This study assessed the nurses' knowledge of, skills on and attitudes toward health education among nurses working at the University Medical Center Corporate Fund (UMC) in Kazakhstan. The personal and professional factors influencing the nurses' knowledge of, skills on and attitudes toward health education were also investigated. BACKGROUND Health education is one of the nurses' fundamental responsibilities. Nurses' role in health education is critical in empowering patients and their families to live healthier lives, thus ensuring optimum health, well-being and quality of life. However, in Kazakhstan, where the nursing profession is still establishing its professional autonomy, data concerning the competence of Kazakh nurses in health education is unknown. DESIGN A quantitative study, specifically the cross-sectional, descriptive and correlational designs. METHODS The survey was performed at UMC in Astana, Kazakhstan. Using a convenience sampling technique, 312 nurses participated in the survey from March to August 2022. The "Nurse Health Education Competence Instrument" was used to collect data. The personal and professional characteristics of the nurses were also collected. Standard multiple regression analysis examined the personal and professional variables influencing the nurses' health education competence. RESULTS The respondents' average score in the "Cognitive domain," "Psychomotor domain," and "Affective-attitudinal domain" was 3.80 (SD = 0.66), 3.99 (SD = 0.58) and 4.04 (SD = 0.62), respectively. The nurses' category as a nurse, medical center, attendance to health education training/seminars in the last 12 months, provision of health education to a patient in the last week and perception of health education's significance in nursing practice were significant predictors of the nurses' health education competence contributing an approximately 24.4 %, 29.3 % and 27.1 % of the variance of the health education knowledge (R2 = 0.273, Adjusted R2 = 0.244), skills R2 = 0.320, Adjusted R2 = 0.293) and attitudes (R2 = 0.299, Adjusted R2 = 0.271). CONCLUSIONS The nurses reported high levels of health education competence (knowledge, attitudes and skills). The personal and professional factors influencing the nurses' competence in health education are essential to consider when developing interventions and healthcare policies to ensure nurses' competent provision of health education to patients.
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Affiliation(s)
- Akmaral Khazhymurat
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Makpal Paiyzkhan
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Svetlana Khriyenko
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Sandigul Seilova
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Shinar Baisanova
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Anargul Kuntuganova
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Joseph U Almazan
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan
| | - Jonas Preposi Cruz
- Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Nur-Sultan 010000, Kazakhstan.
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Kristjansdottir OB, Vågan A, Svavarsdóttir MH, Børve HB, Hvinden K, Duprez V, Van Hecke A, Heyn L, Strømme H, Stenberg U. Training interventions for healthcare providers offering group-based patient education. A scoping review. PATIENT EDUCATION AND COUNSELING 2021; 104:1030-1048. [PMID: 33583649 DOI: 10.1016/j.pec.2020.12.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Revised: 11/18/2020] [Accepted: 12/13/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES To provide overview of research on training interventions for healthcare providers aimed at promoting competencies in delivering group-based patient education. METHODS A systematic literature search identified relevant studies. Data was extracted on training details, study design, outcomes and experiences. Results were summarized and qualitative data analyzed using content analysis. RESULTS Twenty-seven studies exploring various training interventions were included. Ten studies used qualitative methods, eight quantitative and nine mixed methods. Use of a comparison group, validated instruments and follow-up measures was rare. Healthcare providers' reactions to training were mostly positive. Several studies indicated positive short-term effects on self-efficacy and knowledge. Results on observed skills and patient outcomes were inconclusive. Results on healthcare providers' experience of delivery of group-based patient education following training were categorized into 1) Benefits of training interventions, 2) Barriers to implementation and 3) Delivery support. CONCLUSIONS Further evaluation of training for healthcare providers delivering group-based patient education is needed before conclusions on training efficacy can be drawn. The results indicate an expanding research field still in maturation. PRACTICE IMPLICATIONS Efficacy studies evaluating theoretically grounded training with clear attention on group facilitation and follow-up support are needed. Inclusion of validated instruments and long-term outcomes is encouraged.
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Affiliation(s)
- Olöf Birna Kristjansdottir
- The Norwegian National Advisory Unit on Learning and Mastery in Health, Oslo University Hospital, Oslo, Norway.
| | - André Vågan
- The Norwegian National Advisory Unit on Learning and Mastery in Health, Oslo University Hospital, Oslo, Norway
| | | | - Hilde Blindheim Børve
- The Norwegian National Advisory Unit on Learning and Mastery in Health, Oslo University Hospital, Oslo, Norway
| | - Kari Hvinden
- The Norwegian National Advisory Unit on Learning and Mastery in Health, Oslo University Hospital, Oslo, Norway
| | - Veerle Duprez
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Ann Van Hecke
- University Centre for Nursing and Midwifery, Department of Public Health and Primary Care, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium; Staff Member Nursing Department, Ghent University Hospital, Ghent, Belgium
| | - Lena Heyn
- Faculty of Health and Social Sciences, Department of Nursing and Health Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Hilde Strømme
- University Library, Medical Library, University of Oslo, Oslo, Norway
| | - Una Stenberg
- The Norwegian National Advisory Unit on Learning and Mastery in Health, Oslo University Hospital, Oslo, Norway; Frambu Competence Center for Rare Diagnoses, Siggerud, Norway
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Pueyo-Garrigues M, Pardavila-Belio MI, Whitehead D, Esandi N, Canga-Armayor A, Elosua P, Canga-Armayor N. Nurses' knowledge, skills and personal attributes for competent health education practice: An instrument development and psychometric validation study. J Adv Nurs 2020; 77:715-728. [PMID: 33245152 DOI: 10.1111/jan.14632] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 08/20/2020] [Accepted: 10/26/2020] [Indexed: 11/28/2022]
Abstract
AIM To develop and psychometrically test the Nurse Health Education Competence Instrument for assessing nurses' knowledge, skills and personal attributes concerning competent health education practice. DESIGN A psychometric instrument development and validation study. METHODS A four-step approach was used: Step 1) operational definition based on an up-to-date concept analysis and experts' judgement; step 2) item generation and content validation by expert panel and target population; step 3) item analysis based on acceptability, internal consistency and face validity; and step 4) psychometric evaluation based on construct validity, criterion validity, internal consistency and stability, conducted from January -February 2019 with 458 hospital-care nurses. RESULTS The operational framework and expert groups showed good content validity, resulting in the first version. From the initial 88-item pool, 58 items were retained after item analysis. Exploratory factor analysis revealed three scales concerning the cognitive (three-factor solution with 23 items), psychomotor (two-factor solution with 26 items) and affective-attitudinal (one-factor solution with nine items) competency domains, which respectively accounted for 58%, 53% and 54% of the variance. Known-group study demonstrated significant differences by years working in the service and training received in health education, providing evidence for the measure's sensitivity. The three scales correlated positively with the criterion variable. Overall Cronbach alphas for the cognitive, psychomotor and affective-attitudinal scales were 0.95, 0.95 and 0.90, respectively. Intraclass correlation coefficients were >0.70. CONCLUSIONS The newly developed Nurse Health Education Competence Instrument is an original and tested self-reporting psychometric tool, being the first to identify nurses' knowledge, skills and attributes necessary for planning and assessing health education practice competency. IMPACT The instrument permits measurable insights into nurses' perceptions regarding their health education competence and related educational needs. This study provides a valid and specific learning tool that is appropriate to use both in clinical practice and in nursing education programmes.
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Affiliation(s)
- María Pueyo-Garrigues
- School of Nursing, Department of Community, Maternity and Pediatric, University of Navarra, Pamplona, Spain.,IdiSNa, Navarra Institute for Health Research, Navarra, Spain
| | - Miren Idoia Pardavila-Belio
- School of Nursing, Department of Community, Maternity and Pediatric, University of Navarra, Pamplona, Spain.,IdiSNa, Navarra Institute for Health Research, Navarra, Spain
| | - Dean Whitehead
- College of Nursing and Health Sciences, Flinders University, Bedford Park, SA, Australia
| | - Nuria Esandi
- IdiSNa, Navarra Institute for Health Research, Navarra, Spain.,School of Nursing, Department of Nursing Care for Adult Patients, University of Navarra, Pamplona, Spain
| | - Ana Canga-Armayor
- IdiSNa, Navarra Institute for Health Research, Navarra, Spain.,School of Nursing, Department of Nursing Care for Adult Patients, University of Navarra, Pamplona, Spain
| | - Paula Elosua
- School of Psychology, Social Psychology and Methodology of Behavioral Sciences, University of the Basque Country, San Sebastian, Spain
| | - Navidad Canga-Armayor
- School of Nursing, Department of Community, Maternity and Pediatric, University of Navarra, Pamplona, Spain.,IdiSNa, Navarra Institute for Health Research, Navarra, Spain
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Development and validation of a standardized tool to measure global health competencies among professional nurses. ENFERMERIA CLINICA 2020. [DOI: 10.1016/j.enfcli.2019.09.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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