Analyzing Patient Education Methods to Improve Patient Care in Hospital: A Systematic Review


One way of caring but often unnoticed is through patient education, defined as the process of influencing patient behavior and producing changes in knowledge, attitudes and skills necessary to maintain or improve health. The aim of this systematic review is to analyze various methods of patient education in a way to improve patient care in hospital. This is a systematic review based on PRISMA protocol retrieved from online databases such as ProQuest, JSTOR, Science Direct and Springer Link. Nine journal articles were chosen as eligible library to be reviewed for qualitative synthesis. Six out of nine articles used a qualitative study as the method of delivering patient education, an evaluation in qualitative study is essential for improving patient education. Another two articles used a mixed method study between qualitative and a use of other media and materials. Only one article used observational method, they observed an interpretation check on recording of a tele-patient education. An effective patient education method will have to consider patient and family’s value
and norms, which allows adequate interaction between patient and family, and the healthcare providers. As conclusion, an effective communication of patient education must provide knowledge, skills and increased self-awareness. Qualitative method is a great way of delivering patient education, though it would be better if combined with use of other media and materials, such as written materials (e.g., handouts and banner, etc.), telephone counseling, including the Internet. Broadening patient access to and delivering patient education could lead to improved levels of satisfaction.

Keywords: patient education to improve patient care, patient education method, patient

[1] Hamington, M. (2016). Care ethics and corporeal inquiry in patient relations. The University of Toronto Press, vol. 5, no. 1, pp. 52–69.

[2] Linda, S. B.-H., et al. (2005). Improving patient care through patient-family education programs, pp. 21–27.

[3] Crawford, T., Roger, P., and Candlin, S. (2016). The interactional consequences of ‘empowering discourse’ in intercultural patient education. Patient Education and Counseling.

[4] Kelo, M., Martikainen, M., and Eriksson, E. (2013). Patient education of children and their families: Nurses’ experiences. Pediatric Nursing, vol. 39, no. 2, pp. 71–79.

[5] Sy, V. (2016). Empowering staff nurses as primary educators to children with Type 1 Diabetes. Pediatric Nursing, vol. 42, no. 5, pp. 247–251.

[6] Mikkonen, I. and Hynynen, M.-A. (2012). Health care professionals’ views about supporting patients’ self-management. Health Education, vol. 112, no. 5, pp. 396– 405.

[7] Reinhart, R., et al. (2014). Educating our patients collaboratively: A novel interprofessional approach. Journal of Cancer Education, vol. 29, no. 2, pp. 382–388.

[8] Dennis, S., et al. (2012). Which providers can bridge the health literacy gap in lifestyle risk factor modification education: A Systematic Review and Narrative Synthesis. BMC Family Practice, vol. 13, no. 1, p. 44.

[9] Kementerian Kesehatan RI. (2011). Standar Akreditasi Rumah Sakit [10] Banning, M. and Gumley, V. (2013). Case studies of patient interactions, care provision and the impact of emotions: A qualitative study. Journal of Cancer Education, vol. 28, no. 4, pp. 656–661.

[11] PRISMA. (2015). Who Should Use PRIMSA.

[12] Delparte, J. J., et al. (2014). Spinal cord essentials: The development of an individualized, handout-based patient and family education initiative for people with spinal cord injury. Spinal Cord, vol. 52, no. 5, pp. 400–406.

[13] Sherman, J. R. (2016). An initiative to improve patient education by clinical nurses. CNe Ser., vol. 25, no. 5, p. 65.