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

Sophie Lelorain, Adeline Bachelet, Nicole Bertin and Maryline Bourgoin

Nursing & Health Sciences, 2017, vol. 19, issue 3, 331-339

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.

Date: 2017
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https://doi.org/10.1111/nhs.12350

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Persistent link: https://EconPapers.repec.org/RePEc:wly:nuhsci:v:19:y:2017:i:3:p:331-339

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