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French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study

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  • Sophie Lelorain
  • Adeline Bachelet
  • Nicole Bertin
  • Maryline Bourgoin

Abstract

Therapeutic patient education is effective for various patient outcomes; however, healthcare professionals sometimes lack the motivation to carry out patient education. Surprisingly, this issue has rarely been addressed in research. Therefore, this study explores healthcare professionals' perceived barriers to and motivation for therapeutic patient education. Healthcare professionals, mainly nurses, working in different French hospitals were interviewed. Thematic content analysis was performed. Findings included a lack of skills, knowledge, and disillusionment of the effectiveness of therapeutic patient education were features of a demotivated attitude. In contrast, a positive attitude was observed when therapeutic patient education met a need to work differently and more effectively. A key factor motivating professionals was the integration of therapeutic patient education in routine care within a multidisciplinary team. To keep healthcare professionals motivated, managers should ensure that therapeutic patient education is implemented in accordance with its core principles: a patient‐centered approach within a trained multidisciplinary team. In the latter case, therapeutic patient education is viewed as an efficient and rewarding way to work with patients, which significantly motivates healthcare professionals.

Suggested Citation

  • Sophie Lelorain & Adeline Bachelet & Nicole Bertin & Maryline Bourgoin, 2017. "French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study," Nursing & Health Sciences, John Wiley & Sons, vol. 19(3), pages 331-339, September.
    • Handle: RePEc:wly:nuhsci:v:19:y:2017:i:3:p:331-339
    DOI: 10.1111/nhs.12350
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    References listed on IDEAS

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    1. Hui‐Lian Che & Mei‐Yu Yeh & Ru‐Shang Jiang & Shu‐Mei Wu, 2016. "Taiwanese nurses’ experiences of difficulties in providing patient education in hospital settings," Nursing & Health Sciences, John Wiley & Sons, vol. 18(1), pages 113-119, March.
    2. Estelle Fall & Nadia Chakroun & Nathalie Dalle & Marie Izaute, 2013. "Is patient education helpful in providing care for patients with rheumatoid arthritis? A qualitative study involving French nurses," Nursing & Health Sciences, John Wiley & Sons, vol. 15(3), pages 346-352, September.
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    Cited by:

    1. Susi Ari Kristina & Dian Anggraeni Sayekti & Yulianto Yulianto, 2018. "Readiness to Educate Patient: Indonesian Health Professionals’ Perspective," Global Journal of Health Science, Canadian Center of Science and Education, vol. 10(8), pages 117-117, August.
    2. Veerle Duprez & Maarten Vansteenkiste & Dimitri Beeckman & Sofie Verhaeghe & Ann Van Hecke, 2019. "Is nurses’ self‐esteem interwoven with patients’ achievements? The concept of patient‐invested contingent self‐esteem," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(21-22), pages 3858-3865, November.

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