Exploring the Patient Educational Challenges Experienced by Healthcare Professionals Working with Heart Failure Patients: A Narrative Inquiry

Abstract

This study explores the experience of two healthcare professionals regardingthe patient educational challenges when working with heart failure patients. This is alsoenriched by the authors experience as a caregiver to such a patient. The study was basedon a qualitative research design using narrative inquiry. This methodology was used inorder to elicit the participants rich experiences. In-depth interviews were used togetherwith follow-up discussions and communication with participants. Data was analysedusing thematic narrative analysis. Following this process, five central themes emerged: (1.)Patients uncertainty about the condition until they start the educational process; (2.) Theimportance of education and self-care for all heart failure patients to reduce admissionsand save lives; (3.) Educational challenges faced by healthcare professionals and adaptationthrough professional experience; (4.) Caregivers crucial participation in good self-careand in mitigating educational challenges; and (5.) Strengthening timeliness and resourcesavailable for education. The study also contributed towards two models that emergedfrom the narratives: (1.) The Patient Educational Process Model; and (2.) Involvement ofcaregivers in the Patient Educational Process Model. Various recommendations were alsoprovided with practical applications for the health sector and for the educational sector.