Nurses' and nursing assistants' emotional skills: A major determinant of motivation for patient education

To explore professionals' (i.e. nurses and nursing assistants) motivation for Patient Education according to their emotional skills.A cross-sectional study using a convenience sample of professionals completing self-reported questionnaires assessing their general emotional skills and their Patient-Education-related sense of competence, autonomy and relatedness, according to the theory of basic psychological needs.Professionals from 27 French hospitals working in various departments completed paper and web-based questionnaires between January 2015 - May 2017. Mediation analyses were performed controlling for the already known variables associated with motivation for patient education.Usable questionnaires (N = 185) were analysed. Professionals' emotional skills were associated with their motivation for Therapeutic Patient Education both directly and indirectly (i.e. partial mediation) via a higher sense of competence in Patient Education. Among the covariates, professionals who had received a high-level training in Patient Education, those with a high recognition of their work in patient education and nurses (compared with nursing assistants) were the most motivated.Professionals' emotional skills are the mainstay of their motivation for Patient Education. Training should aim to develop these skills so that professionals can manage their own emotions better (e.g. frustration when faced with non-motivated patients) and those of patients (e.g. discouragement) and thus effectively support patient self-management.The study addressed nurses' and nursing assistants' motivation for patient education. Their emotional skills were directly and indirectly - via a higher sense of patient-education-related competence - associated with higher motivation. Training for professionals should therefore develop their emotional skills.目的: 探讨专业人员(护士和护理助理)根据情感技能进行病人教育的动机。 设计: 根据基本心理需求理论,横断面研究采用的样本为完成自我报告问卷的专业人员,评估他们的一般情感技能,与患者教育相关的能力、自主性和相关性。 方法: 2015年一月至2017年五月,来自27所法国医院的不同部门的专业人员完成了论文和基于网络的问卷调查。对已知的与患者教育动机相关的变量进行中介分析。 结果: 可用调查问卷(数量为185份)已被分析。专业人员的情感技能与他们通过在患者教育能力方面更高的意识来直接或间接(即部分调解)提高患者治疗教育的动机有关。在协变量中,接受过高水平病人教育培训的专业人员,对病人教育工作持高度认可的专业人员和护士(与护理助理相比较)的积极性最高。 结论: 专业人员的情感技能是他们进行病人教育的主要动机。培训的目的应该是培养这些技能,以便专业人员能够更好地管理自己的情绪(例如,面对没有积极性的患者时的挫败感)和患者的情绪(例如,气馁),从而有效地支持患者进行自我管理。 影响: 本研究探讨护士和护理助理进行患者教育的动机。他们的情感技能通过患者教育相关能力方面的更高意识直接和间接地与更高的动机相关。因此,对专业人员的培训要培养他们的情感技能。.