The interactional consequences of ‘empowering discourse’ in intercultural patient education

Abstract

ObjectivePatient education is an important part of nurses’ roles; however the inconsistent quality of communication skills, including those of registered nurses (RNs) from culturally and linguistically diverse (CALD) backgrounds, risk patient safety. Empowerment in patient education has been found to influence patients’ self-efficacy and participation in decision-making. Discourse analysis of a whole interaction is used in this paper to trace the consequences of patient education where empowering discourse is displayed by an RN from a CALD background. MethodsEthnographic techniques of participant observation and audio recordings of naturally occurring interactions between nurses from CALD backgrounds and their patients were conducted and analysed using interactional sociolinguistic (IS) and theme oriented discourse analytic approaches. ResultsThe interactional consequences of the nurse’s empowering approach are readily observable in the data. The RN addresses the patient’s education needs through a respectful encounter that illustrates the patient’s active involvement. ConclusionExamining the interactional consequences of empowering discourse demonstrates its effectiveness, and illustrates how empowering behaviour can be integrated into patient education, thus offering an alternative to traditional approaches. Practical implicationsGreater awareness of how to use empowering discourse will offer an alternative and consistent approach that enables nurses to facilitate patient-centred education.