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Perpetuating "New Public Management' at the expense of nurses' patient education: a discourse analysis

Bergh, Anne-Louise; Friberg, Febe; Persson, Eva I LU and Dahlborg-Lyckhage, Elisabeth (2015) In Nursing Inquiry 22(3). p.190-201
Abstract
This study aimed to explore the conditions for nurses' daily patient education work by focusing on managers' way of speaking about the patient education provided by nurses in hospital care. An explorative, qualitative design with a social constructionist perspective was used. Data were collected from three focus group interviews and analysed by means of critical discourse analysis. Discursive practice can be explained by the ideology of hegemony. Due to a heavy workload and lack of time, managers could see' neither their role as a supporter of the patient education provided by nurses, nor their role in the development of nurses' pedagogical competence. They used organisational, financial, medical and legal reasons for explaining their... (More)
This study aimed to explore the conditions for nurses' daily patient education work by focusing on managers' way of speaking about the patient education provided by nurses in hospital care. An explorative, qualitative design with a social constructionist perspective was used. Data were collected from three focus group interviews and analysed by means of critical discourse analysis. Discursive practice can be explained by the ideology of hegemony. Due to a heavy workload and lack of time, managers could see' neither their role as a supporter of the patient education provided by nurses, nor their role in the development of nurses' pedagogical competence. They used organisational, financial, medical and legal reasons for explaining their failure to support nurses' provision of patient education. The organisational discourse was an umbrella term for things' such as cost-effectiveness, which were prioritised over patient education. There is a need to remove managerial barriers to the professional development of nurses' patient education. Managers should be responsible for ensuring and overseeing that nurses have the prerequisites necessary for providing patient education as well as for enabling continuous reflective dialogue and opportunities for learning in practice. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
patient teaching, patient information, education, patient, nurse, critical discourse analysis, leadership, manager
in
Nursing Inquiry
volume
22
issue
3
pages
190 - 201
publisher
Wiley-Blackwell
external identifiers
  • wos:000359871900002
  • scopus:84939221647
ISSN
1440-1800
DOI
10.1111/nin.12085
language
English
LU publication?
yes
id
423304c8-bf66-42d2-acc1-2e02dfc47786 (old id 7972200)
date added to LUP
2015-10-01 07:37:05
date last changed
2017-07-23 04:12:12
@article{423304c8-bf66-42d2-acc1-2e02dfc47786,
  abstract     = {This study aimed to explore the conditions for nurses' daily patient education work by focusing on managers' way of speaking about the patient education provided by nurses in hospital care. An explorative, qualitative design with a social constructionist perspective was used. Data were collected from three focus group interviews and analysed by means of critical discourse analysis. Discursive practice can be explained by the ideology of hegemony. Due to a heavy workload and lack of time, managers could see' neither their role as a supporter of the patient education provided by nurses, nor their role in the development of nurses' pedagogical competence. They used organisational, financial, medical and legal reasons for explaining their failure to support nurses' provision of patient education. The organisational discourse was an umbrella term for things' such as cost-effectiveness, which were prioritised over patient education. There is a need to remove managerial barriers to the professional development of nurses' patient education. Managers should be responsible for ensuring and overseeing that nurses have the prerequisites necessary for providing patient education as well as for enabling continuous reflective dialogue and opportunities for learning in practice.},
  author       = {Bergh, Anne-Louise and Friberg, Febe and Persson, Eva I and Dahlborg-Lyckhage, Elisabeth},
  issn         = {1440-1800},
  keyword      = {patient teaching,patient information,education,patient,nurse,critical discourse analysis,leadership,manager},
  language     = {eng},
  number       = {3},
  pages        = {190--201},
  publisher    = {Wiley-Blackwell},
  series       = {Nursing Inquiry},
  title        = {Perpetuating "New Public Management' at the expense of nurses' patient education: a discourse analysis},
  url          = {http://dx.doi.org/10.1111/nin.12085},
  volume       = {22},
  year         = {2015},
}