Patients' perspectives on the educational preparation of cardiac nurses. (October 2014)

• Record Type: Journal Article
• Authors: Albarran, John W; Jones, Ian; Lockyer, Lesley; Manns, Sarah; Cox, Helen; Thompson, David R
• Is Part Of: European journal of cardiovascular nursing. Volume 13:Number 5(2014)
• Page Start: 451
• Page End: 458
• Publication Date: 2014-10
• Subjects: Cardiac nurses -- patient involvement -- patient experience -- nursing curriculum; Cardiovascular system -- Diseases -- Nursing -- Periodicals; Cardiovascular Diseases -- nursing -- Periodicals; Cardiology -- Periodicals; Nursing -- Periodicals; Vascular Diseases -- Periodicals; 610.7369105
• DOI: 10.1177/1474515113507166
• Languages: English
• ISSNs: 1474-5151

Abstract

Background: Over the last two decades the UK health service has endeavoured to place patient and public involvement at the heart of its modernisation agenda. Despite these aspirations the role of patients in the development of nursing curricula remains limited. Aim: A descriptive qualitative design was used to explore the views of cardiac patients about the educational preparation of cardiac nurses. Method: Eight participants attending an annual conference of a patient and carer support group were recruited to the study. A focus group was conducted to explore their views on how the educational preparation of cardiac nurses in the UK should develop. Tape-recorded data were transcribed and a thematic analysis was undertaken. Findings: Four themes were identified: contradictions around practice and education; demonstrating compassion; delivering rehabilitation expertise; leadership in practice. Participants perceived that they had a valuable role in the educational development of nurses, enhancing nurses' understanding of how individuals live and adjust to living with cardiovascular disease. Conclusion: Cardiac patients believe that the education of cardiac nurses should be driven by experiences in practice, nevertheless they want nurses to be equipped to deliver care that is underpinned by a strong knowledge base and skills combined with an ability to engage, educate and deliver high quality care that is both compassionate and individualised.