Obstacles to learning

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Obstacles to learning

Iran J Nurs Midwifery Res. This article has been cited by other articles in PMC. The study was conducted using a cross-sectional design.


The populations consisted of nurses affiliated in the Educational Hospitals. The data were gathered by a questionnaire. Demographic variables and three domains were studied. The type and frequency of education barriers were evaluated, and variables associated with reporting an obstacle were analyzed.

In our questionnaire, we used a Likert scale for determining severity of three domains as the barriers of patient education that ranged from 0 to 4.

Generally, it was obvious that educational condition in our hospitals was not good and most of the nurses believed that patient education is not their duties, facilities in hospitals are not sufficient and shortness of time is the most important cause of insufficiency of patient education Conclusions: The interactions of patient, physician and systemic factors have implications for the implementation of patient education.

Hospitalization, which is the major health care cost in community, consumes a considerable part of the health care budget in general. Other work indicates that miscommunication in education often occurs because of cultural differences between the communicator and recipient.

Obstacles to learning

Problems of miscommunication and language may not only influence treatment but may also contribute to the reinforcement of stereotyped behavior. The use of suitably trained nurses to extend their sphere of responsibility may be an appropriate way to manage the demand without compromising quality or patient satisfaction.

Education process is a systematic, sequential, logical, planned course of action consisting of two major interdependent operations, teaching and learning.

Education is used to empower the patient and is an important aspect of quality improvement given that it has been associated with improved health outcomes. Essentials for effective patient education include use of an open communication style, written instructions and addressing barriers.

This can be done through an interview, a chart review and tests. In the planning phase, the type of education, the frequency, who will deliver the education and when and how it should be given, should also be addressed.

Obstacles to learning

Barriers cited in the literature to adherence to guidelines for diseases management include: With patients requesting for information that is relevant to their own disease or recovery process, nurses must focus their attention on patient-tailored information resources, seeking information from a variety of resources including colleagues, the patient record, or other high quality sources.

Duringthis cross-sectional study was carried out. The study population was all nurses who work in university affiliated hospitals of Urmia.

Census method was used for sampling and all nurses who filled the questionnaire entered into the study. The data was gathered with a two part questionnaire: The first part included demographic variables such as age, marriage situation, ward, employment duration and kind of their shifts The second part assessed their attitudes to barriers of participation in education.

We used Likert scale for determining severity of three domains as the barriers of patient education ranged from 0 to 4.

The validity of the questionnaire was confirmed by content validity. Its reliability was assessed by internal consistency as Cronbach's alpha calculation was 0. After explaining how to fill in the questionnaire, the researcher asked the participants to complete it.

Data were analyzed by SPSS version 16 and descriptive statistics used to show the barriers. In addition, we declare that have no conflict of interest in this study and subjects were surveyed in agreement with the research ethics.

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