Scholarlink

Aim <p>This study examines the structural and cultural barriers that hinder patient education (PE) among nurses in Iranian public hospitals, focusing on the unique challenges in Hamadan’s healthcare system.</p> Design <p>A qualitative study using conventional content analysis.</p> Methods <p>We conducted semi-structured interviews with 11 nurses (8 female, 3 male) from five public hospitals in western Iran between September 2023 and July 2025. Participants, selected purposively for diverse clinical experience, shared their views on PE barriers. Interviews were transcribed verbatim and analyzed using Graneheim and Lundman’s content analysis approach.</p> Results <p>Nurses identified four key barriers: organizational limitations, cultural resistance, patient-related challenges, and personal professional constraints. These barriers, captured under the theme “Culturally silenced care,” reveal how hospital policies, such as mandatory PE requirements, often undermine quality education, while cultural attitudes and limited resources further marginalize nurses’ educational roles.</p> Conclusion <p>To strengthen PE in Iranian hospitals, targeted reforms are needed, including better resource allocation, cultural sensitivity training, and dedicated spaces for education. These insights can guide nursing practice in Iran and similar resource-limited, hierarchical healthcare systems worldwide.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Structural and cultural barriers to patient education from the perspective of Iranian nurses: a qualitative study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月1日

查看全文
  • Safura Yaghmaei,
  • Nazanin Rajabi Kahrizi,
  • Zahra Ranjipour,
  • Shiva Gomarverdi,
  • Fariba Tayebi Arasteh,
  • Zeinab Mosivand,
  • Roya Ghahremani

摘要

Aim

This study examines the structural and cultural barriers that hinder patient education (PE) among nurses in Iranian public hospitals, focusing on the unique challenges in Hamadan’s healthcare system.

Design

A qualitative study using conventional content analysis.

Methods

We conducted semi-structured interviews with 11 nurses (8 female, 3 male) from five public hospitals in western Iran between September 2023 and July 2025. Participants, selected purposively for diverse clinical experience, shared their views on PE barriers. Interviews were transcribed verbatim and analyzed using Graneheim and Lundman’s content analysis approach.

Results

Nurses identified four key barriers: organizational limitations, cultural resistance, patient-related challenges, and personal professional constraints. These barriers, captured under the theme “Culturally silenced care,” reveal how hospital policies, such as mandatory PE requirements, often undermine quality education, while cultural attitudes and limited resources further marginalize nurses’ educational roles.

Conclusion

To strengthen PE in Iranian hospitals, targeted reforms are needed, including better resource allocation, cultural sensitivity training, and dedicated spaces for education. These insights can guide nursing practice in Iran and similar resource-limited, hierarchical healthcare systems worldwide.