Teaching nurses how to teach: An evaluation of a workshop on patient education

Abstract

Objective To evaluate the effects of a patient education workshop on nurses: (1) communication skills; (2) Knowledge of patient-centered model, patient education process, and sense of preparedness to provide patient education. Methods Fourteen nurses attended a 2-day workshop on patient education based on a patient-centered model. Data on communication skills were collected by means of pre-/post-written dialogues and analyzed with the Roter Interaction Analysis System (RIAS). Data of nurses’ knowledge and sense of preparedness were collected through a post questionnaire comprised of 5-point Likert scale items. Results Post-dialogues showed an increase in patient talking ( P < 0.001) and in patient-centered communication as indicated by the increase in Psychosocial exchanges ( P = 0.003) and Process exchanges ( P = 0.001). Nurses reported that the workshop increased “very much” their knowledge of the patient-centered model (mean = 4.19) and patient education process (mean = 4.69), and their sense of preparedness to provide patient education ( P = 0.001). Conclusions Data suggest the efficacy of the workshop in developing patient-centered communication skills and improving nurses’ knowledge and preparedness to deliver patient education. Practice implications Trainings based on a patient-centered model and interactive learning methods should be implemented for nurses to improve their ability to deliver effective patient education.