Barriers and facilitators to patient education from nursing perspectives

Barriers and facilitators to patient education from nursing perspectives | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Barriers and facilitators to patient education from nursing perspectives Mohammad Hayek, Ibrahim Ghoul, Abdullah Abdullah, Nizar said, and 10 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6519505/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 01 Jul, 2025 Read the published version in BMC Nursing → Version 1 posted 17 You are reading this latest preprint version Abstract Background Patient education is crucial for enhancing healthcare outcomes, yet nurses face significant challenges in its delivery. This study explores barriers and facilitators to patient education from nursing perspectives, focusing on factors like time constraints, institutional support, and educational environments. Methodology: A cross-sectional study was conducted with 150 nurses across governmental and private hospitals in Palestine. Data were collected via a validated questionnaire assessing barriers and facilitators using a five-point Likert scale. Non-parametric statistical analyses were performed using SPSS. Results Major barriers included time limitations (37.3%), inadequate educational environments (33.3%), and discontinuity between shifts (32.0%). Key facilitators were using educational devices (44.0% agreed), prioritizing evaluation (48.0% agreed), and step-by-step implementation (46.0% agreed). Age, experience, and hospital type significantly influenced perceptions of barriers and facilitators. Conclusions Systemic barriers like time, staffing, and environmental limitations hinder patient education, while technological and structured approaches enhance it. Nurses’ age, experience, and workplace influence these perceptions. Strengthening institutional support and resources is vital to optimize educational practices and patient care. Patient education Nursing Barriers Facilitators Cross-sectional study Healthcare quality Palestine Figures Figure 1 Figure 2 Background Patient education is a foundational element of patient-centered care, defined as the process of enhancing a patient's knowledge and capabilities to support the mindset and actions required for maintaining or improving health [ 1 ]. This type of education includes all initiatives focused on the patient, encompassing therapy [ 2 ], hygiene [ 3 ], and clinical health improvement [ 4 ], with the ultimate aim of fostering self-care [ 5 ], reducing mortality [ 6 ], and mitigating the adverse effects of treatment [ 7 ]. It plays a vital role in enhancing the effectiveness and quality of care, improving patient satisfaction, reducing anxiety, and helping individuals adapt to their health conditions [ 1 ]. Despite widespread recognition of its importance, patient education is not always implemented effectively in clinical practice. Nurses, who are ideally positioned to lead these educational efforts, often report numerous challenges that hinder their ability to deliver structured and impactful education. Studies suggest that in many cases, patient education is informal, inconsistently delivered, and perceived as a secondary task compared to clinical duties [ 8 ]. These limitations are especially problematic given the growing burden of chronic diseases, which require patients to manage complex treatment regimens and make daily health-related decisions. This growing demand underscores the need for well-prepared nurses who are equipped with both the knowledge and resources necessary to provide effective patient education [ 9 ]. Ghoul et al. emphasized the importance of integrating safety huddle training into inter-professional education curricula, guided by administrative and policy-level support, to enhance collaborative skills among healthcare providers an essential facilitator for effective patient education [ 10 ]. There is a pressing need to better understand the specific barriers that prevent nurses from fully engaging in patient education, as well as the factors that enable and support these efforts. From the nursing perspective, barriers may include time constraints, lack of training, heavy workloads, insufficient institutional support, and inadequate educational environments. At the same time, facilitators may include enhanced nurse training, institutional recognition of the educational role of nurses, and patient motivation [ 8 , 9 ]. A systematic review by Shadadi et al. indicated that the barriers to patient education were more prominent than the facilitators, highlighting the complexity and urgency of this issue [ 9 ]. Unresolved challenges in patient education not only limit the effectiveness of healthcare delivery [ 4 ] but also widen the knowledge gap between patients and their conditions [ 4 ], reducing patients’ ability to engage in self-care and make informed decisions [ 11 ]. Investigating these barriers and facilitators from the perspectives of nurses is essential for developing practical strategies that enhance the quality and consistency of patient education. Insights from such studies can inform the design of training programs, resource allocation, and policy decisions aimed at strengthening the educational role of nurses across healthcare settings. Therefore, this study was conducted to explore and assess the barriers and facilitators to patient education from the nursing perspective. The findings are intended to support decision-makers in implementing interventions that address these barriers and enhance facilitators, ultimately contributing to improved patient outcomes through more effective education. Methods Study Design This study employed a cross-sectional design to explore the barriers and facilitators to patient education from the perspective of nurses. The cross-sectional approach was deemed appropriate for achieving the study’s aims, as it allowed the researchers to investigate multiple independent variables simultaneously. Additionally, this design enabled the assessment of correlations between the independent variables—such as nurses' characteristics and workplace settings—and the dependent variables, which are the perceived barriers and facilitators to patient education. Study Setting and Site The study was conducted in a variety of hospital settings across Palestine, including both governmental and private hospitals. These hospitals served as diverse clinical environments and included Rafedia Hospital, Al-Watani Hospital, Thabet Thabet Governmental Hospital, Jenin Governmental Hospital, and An-Najah National University Hospital. Nurses from various departments within these hospitals participated in the study, allowing the researchers to gather a wide range of perspectives on patient education practices and the challenges or supports encountered in these clinical settings. Study Sample and Recruitment The study targeted all graduate nurses working in selected governmental and private hospitals across Palestine during the data collection period, as they are directly involved in patient education. Inclusion was limited to those who completed the questionnaire in full, while undergraduate nurses and incomplete responses were excluded. A total of 150 participants were recruited based on a sample size calculated using the Raosoft calculator with a 95% confidence level and 5% margin of error. Due to logistical constraints, convenience sampling was used, allowing for sequential recruitment of eligible participants across various departments and shifts. Data Collection In this study, data were collected using a previously developed and validated questionnaire that focused on the barriers and facilitators to patient education, each comprising 10 items. Responses were recorded on a five-point Likert scale ranging from “Strongly Disagree” to “Strongly Agree.” The reliability of the instrument was confirmed through Cronbach’s alpha, with scores of 0.89 for the overall tool, 0.87 for the barriers subscale, and 0.85 for the facilitators subscale [ 12 , 13 ]. A pilot study was conducted on 10% of the sample to assess the clarity and structure of the questionnaire. The results indicated that the items were clear and well-structured, and no modifications were necessary. Therefore, the original version of the questionnaire was used in the main study without any changes. Data collection commenced after receiving ethical approval and administrative permissions from all involved institutions. Researchers visited each hospital and introduced the study to the nursing staff in person. Interested participants were provided with detailed information about the study's objectives, potential benefits, and the voluntary nature of their participation Ethical Considerations Ethical considerations were thoroughly observed throughout the study. Approval was secured from the Institutional Review Board (IRB) at An-Najah National University, and all procedures adhered to the university’s ethical guidelines. This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. All procedures involving human participants were performed in compliance with the relevant guidelines and regulations stated in the Declaration. Ethical approval was obtained from the appropriate institutional review board, and written informed consent was obtained from all participants after providing a full explanation of the study's purpose, procedures, and their rights as participants. Confidentiality and anonymity were strictly maintained. Participants were assured that their responses would be used solely for research purposes and that they could withdraw from the study at any time without any consequences. Additionally, formal requests for study approval were submitted and granted by the administrations of the participating hospitals, ensuring full institutional support and transparency. Data Analysis All collected data were entered and analyzed using SPSS software version 25. Descriptive statistics, including frequencies and percentages, were calculated for categorical variables to summarize the participants’ responses. The normality of continuous data was assessed using the Shapiro-Wilk test. As the data were not normally distributed, non-parametric statistical tests were applied. The Mann–Whitney U test was used to compare differences between two independent groups, while the Kruskal–Wallis test was used for comparisons across three or more groups. These analyses enabled the researchers to explore the relationships between nurse demographics and their perceptions of barriers and facilitators to patient education. Results Sociodemographic characteristics of study sample The study included 150 participants, with an average age of 32.1 ± 11.4 years. The Majority of participants (58%) were women. In terms of age distribution, 60% of participants were aged 20 to 30 years old. The majority (42.7%) lived in the city. In terms of education level, the majority of participants (50.7%) had a bachelor’s degree. In terms of social status, the majority (42%) were single. Regarding employment experience, the majority (36.7%) had 1 to 5 years of experience. Participants also worked in a variety of hospital settings, most of them 62% working in government facilities. Finally, 58.7% worked in open spaces. Table 1 shows more detailed data. Table 1 sociodemographic data Category Item Frequency Percentage Gender Male 63 42.0% Female 87 58.0% Total 150 100.0% Age 20–30 y 90 60.0% 31–40 y 26 17.3% 41–50 y 20 13.3% > 50 14 9.3% Total 150 100.0% Living Location City 64 42.7% Village 58 38.7% Camp 28 18.7% Total 150 100.0% Educational Level Diploma 44 29.3% Bachelor 76 50.7% Master 25 16.7% PhD 5 3.3% Total 150 100.0% Social Status Married 60 40.0% Single 63 42.0% Divorced 24 16.0% Widow 3 2.0% Total 150 100.0% Years of Experience Less than 1 year 43 28.7% 1 to 5 years 55 36.7% More than 5 years 52 34.7% Total 150 100.0% Type of Hospital Private 57 38.0% Governmental 93 62.0% Total 150 100.0% Type of Department Open Unit 88 58.7% Closed Unit 62 41.3% Total 150 100.0% Barriers to patient education The study revealed numerous important hurdles to patient education, with the most significant challenges being time limitations (37.3%), a lack of a suitable environment for patient education (33.3%), and discontinuity of patient education across shifts (32.0%). Furthermore, a significant proportion of participants agreed that patient education is not prioritized in comparison to other nursing duties (32.0%), while a significant percentage also identified a lack of physical and emotional preparation for patients (35.3%) and a lack of trust between patients and staff (35.3%) as barriers. Other barriers were a lack of knowledge and abilities (31.3%) and a shortage of nurses (30.0%), although the discontinuity of nurses' cooperation in patient education was more evenly spread, with 26.7% remaining Neutral. other related data shown in Table 2 . Table 2 Barriers to patient education Item Strongly Disagree N (%) Disagree N (%) Neutral N (%) Agree N (%) Strongly Agree N (%) Lack of appropriate educational facilities 10 (6.7%) 31(20.7%) 40(26.7%) 44(29.3%) 25 (16.7%) Time limitations 7 (4.7%) 18(12.0%) 42(28.0%) 56(37.3%) 27 (18.0%) Inadequate knowledge and skills 12 (8.0%) 36(24.0%) 34(22.7%) 47(31.3%) 21 (14.0%) Patients' lack of physical and emotional preparation 12 (8.0%) 29(19.3%) 32(21.3%) 53(35.3%) 24 (16.0%) Lack of proper environment for patients’ education 8 (5.3%) 27(18.0%) 34(22.7%) 50(33.3%) 31 (20.7%) Lack of trust between patients and staff 10 (6.7%) 30(20.0%) 29(19.3%) 53 (35.3%) 28 (18.7%) Discontinuity of nurse’s collaboration in patients’ education 18 (12.0%) 27(18.0%) 40(26.7%) 37(24.7%) 28 (18.7%) Discontinuity of patient’s education in different shifts 11 (7.3%) 28 (18.7%) 37 (24.7%) 48 (32.0%) 26 (17.3%) Patient education not a priority compared to other nursing duties 14 (9.3%) 24 (16.0%) 34 (22.7%) 48 (32.0%) 30 (20.0%) Shortage of nurses 12 (8.0%) 19 (12.7%) 38 (25.3%) 45 (30.0%) 36 (24.0%) Facilitators to patient education The study revealed numerous major facilitators of patient education, with the most support for the importance of evaluating patient education (48.0% agreed, 18.7% strongly agreed). Other notable facilitators were implementing education gradually (46.0% agreed), increasing patient participation in learning (42.7% agreed), and improving instructors' expertise and skills (42.0% agreed). Furthermore, 44.0% of participants agreed to use educational help technologies, with 20.7% strongly agreeing. Other key elements included hiring one or two nurses as committed educators (46.0% agreed), determining the best time and place for education (38.0% agreed), and gathering knowledge and instructions to teach specific topics (46.0% agreed). Overall, these data point to numerous measures that might enhance the effectiveness of patient education. Other related data illustrated in Table 3 . Table 3 Facilitators to patient education Item Strongly disagree N (%) Disagree N (%) Neutral N (%) Agree N (%) Strongly Agree N (%) Enhancing the knowledge and skills of educators 22 (14.7%) 14 (9.3%) 27(18.0%) 63(42.0%) 24(16.0%) Raising the interest of education 5 (3.3%) 16(10.7%) 36(24.0%) 67(44.7%) 26(17.3%) Implementing the education step by step 6 (4.0%) 21(14.0%) 33(22.0%) 69(46.0%) 21(14.0%) Raising the participation of patients in learning 10 (6.7%) 16(10.7%) 38(25.3%) 64(42.7%) 22(14.7%) Considering one or two nurses to be educators for patients 6 (4.0%) 19(12.7%) 31(20.7%) 69(46.0%) 25(16.7%) More importance to the evaluation of patient’s education 11 (7.3%) 12 (8.0%) 27(18.0%) 72(48.0%) 28(18.7%) Using education assistance devices 9 (6.0%) 10 (6.7%) 34(22.7%) 66(44.0%) 31(20.7%) Planning for suitable time and place for education 8 (5.3%) 25(16.7%) 30(20.0%) 57(38.0%) 30(20.0%) Considering information and guidelines to teach specific topics 11 (7.3%) 11 (7.3%) 32(21.3%) 69(46.0%) 27(18.0%) Greater emphasis of teachers and administrators on patient education 9 (6.0%) 16(10.7%) 32(21.3%) 65(43.3%) 28(18.7%) Barriers to Patient Education - Mean, Standard Deviation, and Priority From the students’ viewpoint, the most important barriers to patient education were: Time limitations (3.52 ± 1.06), Shortage of nurses (3.493 ± 1.21), Lack of proper environment for patient education (3.46 ± 1.16), and Lack of trust between patients and staff (3.393 ± 1.19). On the other hand, the most important facilitators were Using educational assistance devices (3.667 ± 1.0661), More importance to the evaluation of patient education (3.627 ± 1.1024), and rising the interest of education (3.620 ± 1.00). other related detailed in Table 4 and Table 5 . Table 4 Barriers to patient education – Mean, Standard Deviation, and priority Barriers N Mean ± SD Priority Time limitations 150 3.520 ± 1.0664 1 Shortage of nurses 150 3.493 ± 1.2137 2 Lack of proper environment for patient education 150 3.460 ± 1.1622 3 Lack of trust between patients and staff 150 3.393 ± 1.1922 4 Patients' lack of physical and emotional preparation 150 3.320 ± 1.1890 5 Discontinuity of patient’s education in different shift work 150 3.333 ± 1.1796 6 Patient education not a priority compared with other nursing duties 150 3.373 ± 1.2346 7 Lack of appropriate educational facilities 150 3.287 ± 1.1663 8 Discontinuity of nurse’s collaboration in patient education 150 3.200 ± 1.2744 9 Inadequate knowledge and skills 150 3.193 ± 1.1855 10 Table 5 Facilitators to patient education – Mean, Standard Deviation, and priority Facilitators N Mean ± SD Priority Using educational assistance devices 150 3.667 ± 1.0661 1 More importance to the evaluation of patient education 150 3.627 ± 1.1024 2 Rising the interest of education 150 3.620 ± 1.0011 3 Considering information and guidelines to teach specific topics 150 3.600 ± 1.0930 4 Considering one or two nurses to be educators for the patients 150 3.587 ± 1.0375 5 Greater emphasis of teachers and administrators on patient education 150 3.580 ± 1.0946 6 Raising the participation of patients in teaching and learning 150 3.480 ± 1.0789 7 Implementing the education step-by-step 150 3.520 ± 1.0279 8 Planning for suitable time and place for education 150 3.507 ± 1.1454 9 Enhancing the knowledge and skills of educators 150 3.353 ± 1.2751 10 Correlations The Shapiro-Wilk test, A test was conducted to determine if the data was normally distributed, revealed that the data was not normally distributed (p < 0.001), as illustrated in Figs. 1 and 2 . Therefore, nonparametric analyses, such as the Mann-Whitney and Kruskal-Wallis tests were used to investigate the correlations between independent and dependent variables. Sociodemographic data – barriers to patient education correlation In Table 6 , the findings show significant relationships between various demographic characteristics and observed barriers to patient education. There was a significant association between age and reported barriers, with older participants (above 50 years) reporting higher challenges than younger participants (20–30 years) (p < 0.001). Social status also showed a significant difference, with widowed people having the most perceived barriers (p = 0.003). Years of experience showed a link, with those with more than five years of experience seeing greater hurdles than those with less experience (p = 0.001). Furthermore, the kind of institution had a significant impact, with individuals in government hospitals reporting higher restrictions than those in private hospitals (p = 0.005). Other factors, such as gender, living location, educational level, and type of department, showed no significant link with perceived barriers to patient education. Table 6 sociodemographic data – barriers to patient education correlation Category subcategory Mean ± St. Deviation P-value Gender Male 3.3460 ± 0.73305 0.894 Female 3.3655 ± 0.85872 Age 20–30 years 3.1411 ± 0.72622 50 years 4.2143 ± 0.62000 Living Location City 3.3922 ± 0.90243 0.398 Village 3.2293 ± 0.67226 Camp 3.5429 ± 0.80940 Educational level Diploma 3.3273 ± 0.69662 0.725 Bachelor 3.3066 ± 0.83496 Master 3.4760 ± 0.87525 PhD 3.8000 ± 0.95394 Social statuse Married 3.4733 ± 0.80145 0.003 Single 3.0762 ± 0.70636 Divorced 3.6917 ± 0.77286 Widow 4.2667 ± 1.27017 Years of experience Less than 1 year 3.1721 ± 0.82240 0.001 1 to 5 years 3.1600 ± 0.58297 More than 5 years 3.7192 ± 0.88074 Type of hospital Private 3.0982 ± 0.71900 0.005 Governmental 3.5161 ± 0.81844 Type of department Open Unit 3.4068 ± 0.88627 0.443 Closed Unit 3.2871 ± 0.67617 Sociodemographic data – facilitators to patient education correlation In Table 7 , the findings show that certain demographic characteristics and patient education facilitators have substantial connections. Participants over 50 reported higher mean values for facilitators (4.05) compared to younger groups (p < 0.001). This suggests that older adults perceive more facilitators in the educational process. Social status also showed a significant difference, with widowed people reporting the most facilitators (3.7), followed by married, divorced, and single people (p = 0.003). Years of experience also had a significant impact, with those with more than five years of experience perceiving more facilitators (3.67) than those with less experience (p = 0.001). Furthermore, the type of institution played a difference, with individuals at public hospitals reporting more facilitators (3.6) than those in in private hospitals (3.4) (p = 0.005). Gender, living location, educational level, and type of department did not show significant differences in facilitators. Table 7 sociodemographic data – Facilitators to patient education correlation Category subcategory Mean ± St. Deviation P-value Gender Male 3.4825 ± 0.70151 0.894 Female 3.6057 ± 0.73427 Age 20–30 years 3.5378 ± 0.79161 50 years 4.0571 ± 0.23110 Living location City 3.6703 ± 0.80370 0.398 Village 3.4879 ± 0.65349 Camp 3.4250 ± 0.63282 Education level Diploma 3.4432 ± 0.73307 0.725 Bachelor 3.5829 ± 0.75620 Master 3.6280 ± 0.60105 PhD 3.7200 ± 0.68702 Social Statues Married 3.5650 ± 0.63508 0.003 Single 3.5302 ± 0.81451 Divorced 3.5667 ± 0.70813 Widow 3.7333 ± 0.64291 Years of experiance Less than 1 year 3.5581 ± 0.85558 0.001 1 to 5 years 3.4364 ± 0.69957 More than 5 years 3.6750 ± 0.60614 Type of hospital Private 3.4351 ± 0.68777 0.005 Governmental 3.6269 ± 0.73457 Type of department Open Unit 3.6330 ± 0.73072 0.443 Closed Unit 3.4419 ± 0.69720 Discussion The study population comprised a representative sample that reflected the broader nursing community, incorporating diverse sociodemographic factors such as age, gender, and educational qualifications. Participants were selected from various hospital types, including governmental and private institutions, which further supports the external validity and applicability of the study outcomes. The inclusion of nurses from multiple centers contributed to the low percentage of missing data and strengthened the credibility of the research process. When comparing the present findings with prior literature, several consistent themes emerged. The study identified key barriers to patient education, including the lack of an appropriate environment for educational activities (mean = 3.46 ± 1.16), and the perception that patient education is not prioritized compared to other nursing responsibilities (32.0%). These findings align with those of Abbasi et al. [ 8 ], who also noted these barriers, despite the methodological difference between the studies (quantitative versus qualitative). In line with previous literature [ 13 – 15 ], this study found that promoting patient participation in the educational process was among the most effective facilitators of patient education. A recurrent theme across studies was the inadequate environment within facilities, which was consistently reported as a significant obstacle. Time constraints were also affirmed as a prominent barrier in this study, a finding corroborated by another research [ 16 ]. Another critical factor affecting barriers to patient education was the type of hospital. Nurses working in government institutions, where workload is typically heavier, reported significantly more challenges compared to those employed in private hospitals. This observation is consistent with findings by Boyde et al. [ 17 ], who linked higher workloads in governmental settings with an increase in educational barriers. A significant association was also found between participant age and facilitators to patient education. Older nurses had higher mean scores for facilitators (mean = 4.0571, p < 0.001), supporting findings from Paden et al. [ 18 ], who reported a similar trend. Conversely, gender was not found to be a significant associated factor in either the current study or in Paden et al.'s findings. To improve patient education, it is recommended that healthcare institutions provide targeted training for nurses on recognizing and managing barriers and facilitators in clinical settings. Future research should explore patients' perspectives to gain a more comprehensive understanding of educational needs. Additionally, experimental studies are needed to test interventions that reduce barriers and strengthen facilitators, thereby enhancing the overall effectiveness of patient education. This study has several limitations that must be acknowledged. The cross-sectional design inherently restricts the ability to draw causal inferences or assess temporal changes in knowledge, attitudes, and practices. Moreover, political instability in Palestine posed challenges in data collection and participant response rates. Finally, the reliance on self-reported data introduces the potential for reporting bias, where participants may over- or underreport their perceptions of barriers and facilitators. Conclusion A total of 150 nurses participated in this study, with 58% identifying as female. Most participants (60%) were aged between 20 and 30 years, and the majority (42.7%) resided in urban areas. Regarding educational qualifications, 50.7% of the sample held a bachelor's degree. Social status data revealed that 42% of participants were single, and 36.7% had between 1 to 5 years of work experience. A significant proportion (62%) were employed in government facilities, and 58.7% worked in open units. The findings highlighted that the most significant barriers to patient education included limited time, insufficient nursing staff, inadequate educational environments, and a lack of trust between patients and healthcare providers. Conversely, key facilitators included the use of educational aids, prioritization of educational evaluation, and increased interest in educational practices. The variables most significantly associated with the presence of barriers and facilitators were age, social status, years of experience, and hospital type. Declarations Acknowledgements The authors would like to thank An-Najah National University (www.najah.edu) for the technical support provided to publish the present manuscript Author contributions M.H. conceptualized and designed the study; I.G. supervised the research and secured institutional approvals; A.A. contributed to data collection and methodology; N.S. performed statistical analyses; A.A. (Aidah Alkaissi) conducted literature reviews; E.A. assisted in ethical compliance and participant recruitment; F.M.H. contributed to instrument validation and pilot testing; A.A. (Amer Asia) coordinated interdepartmental collaboration; M.J. supported data interpretation and visualization; N.D. and D.M managed data curation and coding; B.S. drafted sections of the manuscript; J.A. reviewed and edited the manuscript; N.A.-A. contributed to results synthesis; I.G. provided critical revisions and finalized the manuscript. All authors read and approved the final version. Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Data Availability The data that support the findings of this study are available from the corresponding author upon a reasonable request. Ethics approval and consent to participate Ethical approval for this study was obtained from the Institutional Review Board at An-Najah National University, ensuring compliance with the university's ethical guidelines. The study adhered to the principles outlined in the Declaration of Helsinki, and all procedures involving human participants were conducted in line with these ethical standards. Written informed consent was obtained from all participants after providing a full explanation of the study's purpose, procedures, and their rights. Participants were assured that their responses would remain confidential and anonymous, and they could withdraw from the study at any time without any negative consequences. Additionally, formal requests for study approval were submitted to and granted by the administrations of the participating hospitals, ensuring transparency and institutional support throughout the research process. Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Clinical trial registration This research did not involve a clinical trial; no clinical trial registration is applicable. Consent for publication Not applicable. Competing interests The authors declare no competing interests. References Narva AS, Norton JM, Boulware LE: Educating patients about CKD: the path to self-management and patient-centered care . Clinical journal of the American Society of Nephrology 2016, 11 (4):694-703. Falvo DR: Effective patient education: A guide to increased compliance : Jones & Bartlett Learning; 2004. McGuckin M, Taylor A, Martin V, Porten L, Salcido R: Evaluation of a patient education model for increasing hand hygiene compliance in an inpatient rehabilitation unit . American journal of infection control 2004, 32 (4):235-238. Adams RJ: Improving health outcomes with better patient understanding and education . 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Journal of tissue viability 2024, 33 (2):174-178. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6519505","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":456729047,"identity":"11318b93-ed81-4e40-a488-1cea9828ff52","order_by":0,"name":"Mohammad Hayek","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Mohammad","middleName":"","lastName":"Hayek","suffix":""},{"id":456729048,"identity":"b2bda611-913b-48dc-8f2e-bf9820350f8e","order_by":1,"name":"Ibrahim Ghoul","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAyUlEQVRIiWNgGAWjYBACNjBisJADEgnMQIKxgUgtEsbEa2GAakkEqSROCx8D+7UHH9sk0rezH3j4uYDBRnbDAYJW8JQbzmyTyN3Zk5AsPYMhzZgYLWnSvEAtGw4kJEjzMBxOJFpLusH5B8m/eRj+E6OF/RhIS4LBjYQ0oC0HiNDCzMMmOeOchOGGGw/SrHkMko1nEtIi397+TOJDmY28wfmc5Ns8FXayfYS0MDDzGEBZPAkMDAb4lMIB+wMYg6Dxo2AUjIJRMEIBAHH+O6jzJ9NsAAAAAElFTkSuQmCC","orcid":"","institution":"An-Najah National University Hospital, An-Najah National University","correspondingAuthor":true,"prefix":"","firstName":"Ibrahim","middleName":"","lastName":"Ghoul","suffix":""},{"id":456729049,"identity":"5de4d5a7-cfa8-4610-9db0-3c5f6d0ee0c8","order_by":2,"name":"Abdullah Abdullah","email":"","orcid":"","institution":"An-Najah National University Hospital, An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Abdullah","middleName":"","lastName":"Abdullah","suffix":""},{"id":456729050,"identity":"0809697a-900f-4762-946b-5f799c8c1c93","order_by":3,"name":"Nizar said","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Nizar","middleName":"","lastName":"said","suffix":""},{"id":456729051,"identity":"34a1c36b-2617-4bc6-a8c0-23e26c088d80","order_by":4,"name":"Aidah Alkaissi","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Aidah","middleName":"","lastName":"Alkaissi","suffix":""},{"id":456729052,"identity":"50c1bb74-79f0-4bf7-999b-a04575b44f66","order_by":5,"name":"Eman Alshawish","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Eman","middleName":"","lastName":"Alshawish","suffix":""},{"id":456729053,"identity":"ead19449-3a25-4040-b63e-3bf73e9f9a67","order_by":6,"name":"Fatima Mohammad Hirzallah","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Fatima","middleName":"Mohammad","lastName":"Hirzallah","suffix":""},{"id":456729054,"identity":"ad343208-40ba-4a39-b813-0c9ba462bc06","order_by":7,"name":"Amer Asia","email":"","orcid":"","institution":"An-Najah National University Hospital, An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Amer","middleName":"","lastName":"Asia","suffix":""},{"id":456729055,"identity":"5f0a73c3-192d-4a75-a564-0410e2dc3f62","order_by":8,"name":"Murad Jkhlab","email":"","orcid":"","institution":"An-Najah National University Hospital, An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Murad","middleName":"","lastName":"Jkhlab","suffix":""},{"id":456729056,"identity":"bb2542c1-b029-441e-afa0-c8668275876b","order_by":9,"name":"Nansy Daas","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Nansy","middleName":"","lastName":"Daas","suffix":""},{"id":456729057,"identity":"874ac776-db7a-45d1-97ef-62855655071d","order_by":10,"name":"Baraa Salah","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Baraa","middleName":"","lastName":"Salah","suffix":""},{"id":456729058,"identity":"b7540322-5eb9-4120-9064-e9a3ddf9cf1a","order_by":11,"name":"Joud Abutair","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Joud","middleName":"","lastName":"Abutair","suffix":""},{"id":456729059,"identity":"4f68d369-bb75-471e-bfc0-9915478ec1ad","order_by":12,"name":"Nabila Abd-Alkader","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Nabila","middleName":"","lastName":"Abd-Alkader","suffix":""},{"id":456729060,"identity":"24eeb532-3f53-484d-8b24-6ad2ce212c79","order_by":13,"name":"Deena Marzook","email":"","orcid":"","institution":"An-Najah National University","correspondingAuthor":false,"prefix":"","firstName":"Deena","middleName":"","lastName":"Marzook","suffix":""}],"badges":[],"createdAt":"2025-04-24 09:53:19","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6519505/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6519505/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12912-025-03434-w","type":"published","date":"2025-07-01T15:57:08+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":82889565,"identity":"ae5dca76-a51f-441d-931b-00843b9323f7","added_by":"auto","created_at":"2025-05-16 12:06:48","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":27246,"visible":true,"origin":"","legend":"\u003cp\u003eNormal Q-Q Plot of barriers\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6519505/v1/8518b297b92f1f7f7fd1ccca.jpg"},{"id":82889566,"identity":"232b6d26-99a9-4950-957f-1278818d8ab6","added_by":"auto","created_at":"2025-05-16 12:06:48","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":30932,"visible":true,"origin":"","legend":"\u003cp\u003eNormal Q-Q Plot of Facilitators\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6519505/v1/90444745451ef1a60945c11c.jpg"},{"id":86178916,"identity":"489b5b8c-f2ed-4047-a5be-286e4c50bb20","added_by":"auto","created_at":"2025-07-07 16:11:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1946181,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6519505/v1/2d2cbf47-bf2b-4a60-a314-46a0abe3b2a4.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Barriers and facilitators to patient education from nursing perspectives","fulltext":[{"header":"Background","content":"\u003cp\u003ePatient education is a foundational element of patient-centered care, defined as the process of enhancing a patient's knowledge and capabilities to support the mindset and actions required for maintaining or improving health [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. This type of education includes all initiatives focused on the patient, encompassing therapy [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], hygiene [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], and clinical health improvement [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], with the ultimate aim of fostering self-care [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], reducing mortality [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], and mitigating the adverse effects of treatment [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. It plays a vital role in enhancing the effectiveness and quality of care, improving patient satisfaction, reducing anxiety, and helping individuals adapt to their health conditions [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eDespite widespread recognition of its importance, patient education is not always implemented effectively in clinical practice. Nurses, who are ideally positioned to lead these educational efforts, often report numerous challenges that hinder their ability to deliver structured and impactful education. Studies suggest that in many cases, patient education is informal, inconsistently delivered, and perceived as a secondary task compared to clinical duties [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. These limitations are especially problematic given the growing burden of chronic diseases, which require patients to manage complex treatment regimens and make daily health-related decisions. This growing demand underscores the need for well-prepared nurses who are equipped with both the knowledge and resources necessary to provide effective patient education [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Ghoul et al. emphasized the importance of integrating safety huddle training into inter-professional education curricula, guided by administrative and policy-level support, to enhance collaborative skills among healthcare providers an essential facilitator for effective patient education [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThere is a pressing need to better understand the specific barriers that prevent nurses from fully engaging in patient education, as well as the factors that enable and support these efforts. From the nursing perspective, barriers may include time constraints, lack of training, heavy workloads, insufficient institutional support, and inadequate educational environments. At the same time, facilitators may include enhanced nurse training, institutional recognition of the educational role of nurses, and patient motivation [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. A systematic review by Shadadi et al. indicated that the barriers to patient education were more prominent than the facilitators, highlighting the complexity and urgency of this issue [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eUnresolved challenges in patient education not only limit the effectiveness of healthcare delivery [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] but also widen the knowledge gap between patients and their conditions [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], reducing patients\u0026rsquo; ability to engage in self-care and make informed decisions [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Investigating these barriers and facilitators from the perspectives of nurses is essential for developing practical strategies that enhance the quality and consistency of patient education. Insights from such studies can inform the design of training programs, resource allocation, and policy decisions aimed at strengthening the educational role of nurses across healthcare settings.\u003c/p\u003e \u003cp\u003eTherefore, this study was conducted to explore and assess the barriers and facilitators to patient education from the nursing perspective. The findings are intended to support decision-makers in implementing interventions that address these barriers and enhance facilitators, ultimately contributing to improved patient outcomes through more effective education.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design\u003c/h2\u003e \u003cp\u003eThis study employed a cross-sectional design to explore the barriers and facilitators to patient education from the perspective of nurses. The cross-sectional approach was deemed appropriate for achieving the study\u0026rsquo;s aims, as it allowed the researchers to investigate multiple independent variables simultaneously. Additionally, this design enabled the assessment of correlations between the independent variables\u0026mdash;such as nurses' characteristics and workplace settings\u0026mdash;and the dependent variables, which are the perceived barriers and facilitators to patient education.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy Setting and Site\u003c/h3\u003e\n\u003cp\u003eThe study was conducted in a variety of hospital settings across Palestine, including both governmental and private hospitals. These hospitals served as diverse clinical environments and included Rafedia Hospital, Al-Watani Hospital, Thabet Thabet Governmental Hospital, Jenin Governmental Hospital, and An-Najah National University Hospital. Nurses from various departments within these hospitals participated in the study, allowing the researchers to gather a wide range of perspectives on patient education practices and the challenges or supports encountered in these clinical settings.\u003c/p\u003e\n\u003ch3\u003eStudy Sample and Recruitment\u003c/h3\u003e\n\u003cp\u003eThe study targeted all graduate nurses working in selected governmental and private hospitals across Palestine during the data collection period, as they are directly involved in patient education. Inclusion was limited to those who completed the questionnaire in full, while undergraduate nurses and incomplete responses were excluded. A total of 150 participants were recruited based on a sample size calculated using the Raosoft calculator with a 95% confidence level and 5% margin of error. Due to logistical constraints, convenience sampling was used, allowing for sequential recruitment of eligible participants across various departments and shifts.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003eIn this study, data were collected using a previously developed and validated questionnaire that focused on the barriers and facilitators to patient education, each comprising 10 items. Responses were recorded on a five-point Likert scale ranging from \u0026ldquo;Strongly Disagree\u0026rdquo; to \u0026ldquo;Strongly Agree.\u0026rdquo; The reliability of the instrument was confirmed through Cronbach\u0026rsquo;s alpha, with scores of 0.89 for the overall tool, 0.87 for the barriers subscale, and 0.85 for the facilitators subscale [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. A pilot study was conducted on 10% of the sample to assess the clarity and structure of the questionnaire. The results indicated that the items were clear and well-structured, and no modifications were necessary. Therefore, the original version of the questionnaire was used in the main study without any changes. Data collection commenced after receiving ethical approval and administrative permissions from all involved institutions. Researchers visited each hospital and introduced the study to the nursing staff in person. Interested participants were provided with detailed information about the study's objectives, potential benefits, and the voluntary nature of their participation\u003c/p\u003e\n\u003ch3\u003eEthical Considerations\u003c/h3\u003e\n\u003cp\u003eEthical considerations were thoroughly observed throughout the study. Approval was secured from the Institutional Review Board (IRB) at An-Najah National University, and all procedures adhered to the university\u0026rsquo;s ethical guidelines. This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. All procedures involving human participants were performed in compliance with the relevant guidelines and regulations stated in the Declaration. Ethical approval was obtained from the appropriate institutional review board, and written informed consent was obtained from all participants after providing a full explanation of the study's purpose, procedures, and their rights as participants. Confidentiality and anonymity were strictly maintained. Participants were assured that their responses would be used solely for research purposes and that they could withdraw from the study at any time without any consequences. Additionally, formal requests for study approval were submitted and granted by the administrations of the participating hospitals, ensuring full institutional support and transparency.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eAll collected data were entered and analyzed using SPSS software version 25. Descriptive statistics, including frequencies and percentages, were calculated for categorical variables to summarize the participants\u0026rsquo; responses. The normality of continuous data was assessed using the Shapiro-Wilk test. As the data were not normally distributed, non-parametric statistical tests were applied. The Mann\u0026ndash;Whitney U test was used to compare differences between two independent groups, while the Kruskal\u0026ndash;Wallis test was used for comparisons across three or more groups. These analyses enabled the researchers to explore the relationships between nurse demographics and their perceptions of barriers and facilitators to patient education.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eSociodemographic characteristics of study sample\u003c/h2\u003e \u003cp\u003eThe study included 150 participants, with an average age of 32.1\u0026thinsp;\u0026plusmn;\u0026thinsp;11.4 years. The Majority of participants (58%) were women. In terms of age distribution, 60% of participants were aged 20 to 30 years old. The majority (42.7%) lived in the city. In terms of education level, the majority of participants (50.7%) had a bachelor\u0026rsquo;s degree. In terms of social status, the majority (42%) were single. Regarding employment experience, the majority (36.7%) had 1 to 5 years of experience. Participants also worked in a variety of hospital settings, most of them 62% working in government facilities. Finally, 58.7% worked in open spaces. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows more detailed data.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003esociodemographic data\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e42.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e58.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026ndash;30 y\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;40 y\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41\u0026ndash;50 y\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e13.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLiving Location\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e42.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVillage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCamp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e18.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational Level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e29.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e16.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e42.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDivorced\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e16.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWidow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of Experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 1 year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e28.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 to 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e36.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMore than 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e34.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Hospital\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGovernmental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e62.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of Department\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Unit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e58.7%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClosed Unit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e41.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eBarriers to patient education\u003c/h2\u003e \u003cp\u003eThe study revealed numerous important hurdles to patient education, with the most significant challenges being time limitations (37.3%), a lack of a suitable environment for patient education (33.3%), and discontinuity of patient education across shifts (32.0%). Furthermore, a significant proportion of participants agreed that patient education is not prioritized in comparison to other nursing duties (32.0%), while a significant percentage also identified a lack of physical and emotional preparation for patients (35.3%) and a lack of trust between patients and staff (35.3%) as barriers. Other barriers were a lack of knowledge and abilities (31.3%) and a shortage of nurses (30.0%), although the discontinuity of nurses' cooperation in patient education was more evenly spread, with 26.7% remaining Neutral. other related data shown in Table \u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBarriers to patient education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly Disagree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStrongly Agree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of appropriate educational facilities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10 (6.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e31(20.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40(26.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e44(29.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e25 (16.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTime limitations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7 (4.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18(12.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e42(28.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e56(37.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e27 (18.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInadequate knowledge and skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36(24.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e34(22.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e47(31.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e21 (14.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePatients' lack of physical and emotional preparation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e29(19.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e32(21.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e53(35.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e24 (16.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of proper environment for patients\u0026rsquo; education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (5.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27(18.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e34(22.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e50(33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e31 (20.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of trust between patients and staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10 (6.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30(20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e29(19.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e53 (35.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e28 (18.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiscontinuity of nurse\u0026rsquo;s collaboration in patients\u0026rsquo; education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e18 (12.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27(18.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40(26.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e37(24.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e28 (18.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiscontinuity of patient\u0026rsquo;s education in different shifts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11 (7.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e28 (18.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e37 (24.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e48 (32.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e26 (17.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePatient education not a priority compared to other nursing duties\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e14 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24 (16.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e34 (22.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e48 (32.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e30 (20.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShortage of nurses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19 (12.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38 (25.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e45 (30.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e36 (24.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eFacilitators to patient education\u003c/h2\u003e \u003cp\u003eThe study revealed numerous major facilitators of patient education, with the most support for the importance of evaluating patient education (48.0% agreed, 18.7% strongly agreed). Other notable facilitators were implementing education gradually (46.0% agreed), increasing patient participation in learning (42.7% agreed), and improving instructors' expertise and skills (42.0% agreed). Furthermore, 44.0% of participants agreed to use educational help technologies, with 20.7% strongly agreeing. Other key elements included hiring one or two nurses as committed educators (46.0% agreed), determining the best time and place for education (38.0% agreed), and gathering knowledge and instructions to teach specific topics (46.0% agreed). Overall, these data point to numerous measures that might enhance the effectiveness of patient education. Other related data illustrated in Table \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFacilitators to patient education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStrongly Agree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnhancing the knowledge and skills of educators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e22 (14.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14 (9.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e27(18.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e63(42.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e24(16.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRaising the interest of education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5 (3.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16(10.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e36(24.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e67(44.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e26(17.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImplementing the education step by step\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21(14.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33(22.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e69(46.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e21(14.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRaising the participation of patients in learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10 (6.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16(10.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38(25.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e64(42.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e22(14.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConsidering one or two nurses to be educators for patients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6 (4.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19(12.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31(20.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e69(46.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e25(16.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore importance to the evaluation of patient\u0026rsquo;s education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11 (7.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12 (8.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e27(18.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e72(48.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e28(18.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUsing education assistance devices\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9 (6.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10 (6.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e34(22.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e66(44.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e31(20.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlanning for suitable time and place for education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8 (5.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25(16.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e30(20.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e57(38.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e30(20.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConsidering information and guidelines to teach specific topics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11 (7.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11 (7.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e32(21.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e69(46.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e27(18.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreater emphasis of teachers and administrators on patient education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9 (6.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16(10.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e32(21.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e65(43.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e28(18.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eBarriers to Patient Education - Mean, Standard Deviation, and Priority\u003c/h2\u003e \u003cp\u003eFrom the students\u0026rsquo; viewpoint, the most important barriers to patient education were: Time limitations (3.52\u0026thinsp;\u0026plusmn;\u0026thinsp;1.06), Shortage of nurses (3.493\u0026thinsp;\u0026plusmn;\u0026thinsp;1.21), Lack of proper environment for patient education (3.46\u0026thinsp;\u0026plusmn;\u0026thinsp;1.16), and Lack of trust between patients and staff (3.393\u0026thinsp;\u0026plusmn;\u0026thinsp;1.19). On the other hand, the most important facilitators were Using educational assistance devices (3.667\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0661), More importance to the evaluation of patient education (3.627\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1024), and rising the interest of education (3.620\u0026thinsp;\u0026plusmn;\u0026thinsp;1.00). other related detailed in Table \u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e and Table \u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBarriers to patient education \u0026ndash; Mean, Standard Deviation, and priority\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBarriers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePriority\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTime limitations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.520\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0664\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShortage of nurses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.493\u0026thinsp;\u0026plusmn;\u0026thinsp;1.2137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of proper environment for patient education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.460\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1622\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of trust between patients and staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.393\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1922\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePatients' lack of physical and emotional preparation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.320\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1890\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiscontinuity of patient\u0026rsquo;s education in different shift work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.333\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1796\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePatient education not a priority compared with other nursing duties\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.373\u0026thinsp;\u0026plusmn;\u0026thinsp;1.2346\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of appropriate educational facilities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.287\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1663\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiscontinuity of nurse\u0026rsquo;s collaboration in patient education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.200\u0026thinsp;\u0026plusmn;\u0026thinsp;1.2744\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInadequate knowledge and skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.193\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1855\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFacilitators to patient education \u0026ndash; Mean, Standard Deviation, and priority\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFacilitators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePriority\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUsing educational assistance devices\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.667\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0661\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMore importance to the evaluation of patient education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.627\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRising the interest of education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.620\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConsidering information and guidelines to teach specific topics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.600\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0930\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConsidering one or two nurses to be educators for the patients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.587\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0375\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGreater emphasis of teachers and administrators on patient education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.580\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0946\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRaising the participation of patients in teaching and learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.480\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0789\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImplementing the education step-by-step\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.520\u0026thinsp;\u0026plusmn;\u0026thinsp;1.0279\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlanning for suitable time and place for education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.507\u0026thinsp;\u0026plusmn;\u0026thinsp;1.1454\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnhancing the knowledge and skills of educators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.353\u0026thinsp;\u0026plusmn;\u0026thinsp;1.2751\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eCorrelations\u003c/h2\u003e \u003cp\u003eThe Shapiro-Wilk test, A test was conducted to determine if the data was normally distributed, revealed that the data was not normally distributed (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), as illustrated in Figs.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e and \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Therefore, nonparametric analyses, such as the Mann-Whitney and Kruskal-Wallis tests were used to investigate the correlations between independent and dependent variables.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eSociodemographic data \u0026ndash; barriers to patient education correlation\u003c/h2\u003e \u003cp\u003eIn Table \u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, the findings show significant relationships between various demographic characteristics and observed barriers to patient education. There was a significant association between age and reported barriers, with older participants (above 50 years) reporting higher challenges than younger participants (20\u0026ndash;30 years) (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Social status also showed a significant difference, with widowed people having the most perceived barriers (p\u0026thinsp;=\u0026thinsp;0.003). Years of experience showed a link, with those with more than five years of experience seeing greater hurdles than those with less experience (p\u0026thinsp;=\u0026thinsp;0.001). Furthermore, the kind of institution had a significant impact, with individuals in government hospitals reporting higher restrictions than those in private hospitals (p\u0026thinsp;=\u0026thinsp;0.005). Other factors, such as gender, living location, educational level, and type of department, showed no significant link with perceived barriers to patient education.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003esociodemographic data \u0026ndash; barriers to patient education correlation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003esubcategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;St. Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3460\u0026thinsp;\u0026plusmn;\u0026thinsp;0.73305\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.894\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3655\u0026thinsp;\u0026plusmn;\u0026thinsp;0.85872\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026ndash;30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.1411\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72622\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;40 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3962\u0026thinsp;\u0026plusmn;\u0026thinsp;0.56177\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41\u0026ndash;50 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6800\u0026thinsp;\u0026plusmn;\u0026thinsp;1.03395\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;50 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e4.2143\u0026thinsp;\u0026plusmn;\u0026thinsp;0.62000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLiving Location\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3922\u0026thinsp;\u0026plusmn;\u0026thinsp;0.90243\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.398\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVillage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.2293\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67226\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCamp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5429\u0026thinsp;\u0026plusmn;\u0026thinsp;0.80940\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducational level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3273\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69662\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.725\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3066\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83496\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4760\u0026thinsp;\u0026plusmn;\u0026thinsp;0.87525\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.8000\u0026thinsp;\u0026plusmn;\u0026thinsp;0.95394\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial statuse\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4733\u0026thinsp;\u0026plusmn;\u0026thinsp;0.80145\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.0762\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70636\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDivorced\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6917\u0026thinsp;\u0026plusmn;\u0026thinsp;0.77286\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWidow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e4.2667\u0026thinsp;\u0026plusmn;\u0026thinsp;1.27017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 1 year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.1721\u0026thinsp;\u0026plusmn;\u0026thinsp;0.82240\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 to 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.1600\u0026thinsp;\u0026plusmn;\u0026thinsp;0.58297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMore than 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.7192\u0026thinsp;\u0026plusmn;\u0026thinsp;0.88074\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of hospital\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.0982\u0026thinsp;\u0026plusmn;\u0026thinsp;0.71900\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGovernmental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5161\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81844\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of department\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Unit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4068\u0026thinsp;\u0026plusmn;\u0026thinsp;0.88627\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.443\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClosed Unit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.2871\u0026thinsp;\u0026plusmn;\u0026thinsp;0.67617\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eSociodemographic data \u0026ndash; facilitators to patient education correlation\u003c/h2\u003e \u003cp\u003eIn Table \u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e, the findings show that certain demographic characteristics and patient education facilitators have substantial connections. Participants over 50 reported higher mean values for facilitators (4.05) compared to younger groups (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). This suggests that older adults perceive more facilitators in the educational process. Social status also showed a significant difference, with widowed people reporting the most facilitators (3.7), followed by married, divorced, and single people (p\u0026thinsp;=\u0026thinsp;0.003). Years of experience also had a significant impact, with those with more than five years of experience perceiving more facilitators (3.67) than those with less experience (p\u0026thinsp;=\u0026thinsp;0.001). Furthermore, the type of institution played a difference, with individuals at public hospitals reporting more facilitators (3.6) than those in in private hospitals (3.4) (p\u0026thinsp;=\u0026thinsp;0.005). Gender, living location, educational level, and type of department did not show significant differences in facilitators.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003esociodemographic data \u0026ndash; Facilitators to patient education correlation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026plusmn;\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003esubcategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;St. Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eP-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4825\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70151\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.894\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6057\u0026thinsp;\u0026plusmn;\u0026thinsp;0.73427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026ndash;30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5378\u0026thinsp;\u0026plusmn;\u0026thinsp;0.79161\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;40 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.3077\u0026thinsp;\u0026plusmn;\u0026thinsp;0.48077\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41\u0026ndash;50 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5950\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72582\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;50 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e4.0571\u0026thinsp;\u0026plusmn;\u0026thinsp;0.23110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLiving location\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6703\u0026thinsp;\u0026plusmn;\u0026thinsp;0.80370\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.398\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVillage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4879\u0026thinsp;\u0026plusmn;\u0026thinsp;0.65349\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCamp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4250\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63282\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEducation level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4432\u0026thinsp;\u0026plusmn;\u0026thinsp;0.73307\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.725\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5829\u0026thinsp;\u0026plusmn;\u0026thinsp;0.75620\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6280\u0026thinsp;\u0026plusmn;\u0026thinsp;0.60105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.7200\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68702\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Statues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5650\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63508\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5302\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81451\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDivorced\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5667\u0026thinsp;\u0026plusmn;\u0026thinsp;0.70813\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWidow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.7333\u0026thinsp;\u0026plusmn;\u0026thinsp;0.64291\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYears of experiance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 1 year\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.5581\u0026thinsp;\u0026plusmn;\u0026thinsp;0.85558\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 to 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4364\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69957\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMore than 5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6750\u0026thinsp;\u0026plusmn;\u0026thinsp;0.60614\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of hospital\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4351\u0026thinsp;\u0026plusmn;\u0026thinsp;0.68777\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGovernmental\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6269\u0026thinsp;\u0026plusmn;\u0026thinsp;0.73457\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of department\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Unit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.6330\u0026thinsp;\u0026plusmn;\u0026thinsp;0.73072\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.443\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClosed Unit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026plusmn;\" colname=\"c3\"\u003e \u003cp\u003e3.4419\u0026thinsp;\u0026plusmn;\u0026thinsp;0.69720\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe study population comprised a representative sample that reflected the broader nursing community, incorporating diverse sociodemographic factors such as age, gender, and educational qualifications. Participants were selected from various hospital types, including governmental and private institutions, which further supports the external validity and applicability of the study outcomes. The inclusion of nurses from multiple centers contributed to the low percentage of missing data and strengthened the credibility of the research process. When comparing the present findings with prior literature, several consistent themes emerged. The study identified key barriers to patient education, including the lack of an appropriate environment for educational activities (mean\u0026thinsp;=\u0026thinsp;3.46\u0026thinsp;\u0026plusmn;\u0026thinsp;1.16), and the perception that patient education is not prioritized compared to other nursing responsibilities (32.0%). These findings align with those of Abbasi et al. [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], who also noted these barriers, despite the methodological difference between the studies (quantitative versus qualitative). In line with previous literature [\u003cspan additionalcitationids=\"CR14\" citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e], this study found that promoting patient participation in the educational process was among the most effective facilitators of patient education. A recurrent theme across studies was the inadequate environment within facilities, which was consistently reported as a significant obstacle. Time constraints were also affirmed as a prominent barrier in this study, a finding corroborated by another research [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Another critical factor affecting barriers to patient education was the type of hospital. Nurses working in government institutions, where workload is typically heavier, reported significantly more challenges compared to those employed in private hospitals. This observation is consistent with findings by Boyde et al. [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], who linked higher workloads in governmental settings with an increase in educational barriers. A significant association was also found between participant age and facilitators to patient education. Older nurses had higher mean scores for facilitators (mean\u0026thinsp;=\u0026thinsp;4.0571, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), supporting findings from Paden et al. [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e], who reported a similar trend. Conversely, gender was not found to be a significant associated factor in either the current study or in Paden et al.'s findings.\u003c/p\u003e \u003cp\u003eTo improve patient education, it is recommended that healthcare institutions provide targeted training for nurses on recognizing and managing barriers and facilitators in clinical settings. Future research should explore patients' perspectives to gain a more comprehensive understanding of educational needs. Additionally, experimental studies are needed to test interventions that reduce barriers and strengthen facilitators, thereby enhancing the overall effectiveness of patient education.\u003c/p\u003e \u003cp\u003eThis study has several limitations that must be acknowledged. The cross-sectional design inherently restricts the ability to draw causal inferences or assess temporal changes in knowledge, attitudes, and practices. Moreover, political instability in Palestine posed challenges in data collection and participant response rates. Finally, the reliance on self-reported data introduces the potential for reporting bias, where participants may over- or underreport their perceptions of barriers and facilitators.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eA total of 150 nurses participated in this study, with 58% identifying as female. Most participants (60%) were aged between 20 and 30 years, and the majority (42.7%) resided in urban areas. Regarding educational qualifications, 50.7% of the sample held a bachelor's degree. Social status data revealed that 42% of participants were single, and 36.7% had between 1 to 5 years of work experience. A significant proportion (62%) were employed in government facilities, and 58.7% worked in open units.\u003c/p\u003e \u003cp\u003eThe findings highlighted that the most significant barriers to patient education included limited time, insufficient nursing staff, inadequate educational environments, and a lack of trust between patients and healthcare providers. Conversely, key facilitators included the use of educational aids, prioritization of educational evaluation, and increased interest in educational practices. The variables most significantly associated with the presence of barriers and facilitators were age, social status, years of experience, and hospital type.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank An-Najah National University (www.najah.edu) for the technical support provided to publish the present manuscript\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eM.H. conceptualized and designed the study; I.G. supervised the research and secured institutional approvals; A.A. contributed to data collection and methodology; N.S. performed statistical analyses; A.A. (Aidah Alkaissi) conducted literature reviews; E.A. assisted in ethical compliance and participant recruitment; F.M.H. contributed to instrument validation and pilot testing; A.A. (Amer Asia) coordinated interdepartmental collaboration; M.J. supported data interpretation and visualization; N.D. and D.M managed data curation and coding; B.S. drafted sections of the manuscript; J.A. reviewed and edited the manuscript; N.A.-A. contributed to results synthesis; I.G. provided critical revisions and finalized the manuscript. All authors read and approved the final version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author upon a reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was obtained from the Institutional Review Board at An-Najah National University, ensuring compliance with the university\u0026apos;s ethical guidelines. The study adhered to the principles outlined in the Declaration of Helsinki, and all procedures involving human participants were conducted in line with these ethical standards. Written informed consent was obtained from all participants after providing a full explanation of the study\u0026apos;s purpose, procedures, and their rights. Participants were assured that their responses would remain confidential and anonymous, and they could withdraw from the study at any time without any negative consequences. Additionally, formal requests for study approval were submitted to and granted by the administrations of the participating hospitals, ensuring transparency and institutional support throughout the research process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial registration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research did not involve a clinical trial; no clinical trial registration is applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eNarva AS, Norton JM, Boulware LE: \u003cstrong\u003eEducating patients about CKD: the path to self-management and patient-centered care\u003c/strong\u003e. \u003cem\u003eClinical journal of the American Society of Nephrology \u003c/em\u003e2016, \u003cstrong\u003e11\u003c/strong\u003e(4):694-703.\u003c/li\u003e\n\u003cli\u003eFalvo DR: \u003cstrong\u003eEffective patient education: A guide to increased compliance\u003c/strong\u003e: Jones \u0026amp; Bartlett Learning; 2004.\u003c/li\u003e\n\u003cli\u003eMcGuckin M, Taylor A, Martin V, Porten L, Salcido R: \u003cstrong\u003eEvaluation of a patient education model for increasing hand hygiene compliance in an inpatient rehabilitation unit\u003c/strong\u003e. \u003cem\u003eAmerican journal of infection control \u003c/em\u003e2004, \u003cstrong\u003e32\u003c/strong\u003e(4):235-238.\u003c/li\u003e\n\u003cli\u003eAdams RJ: \u003cstrong\u003eImproving health outcomes with better patient understanding and education\u003c/strong\u003e. \u003cem\u003eRisk management and healthcare policy \u003c/em\u003e2010:61-72.\u003c/li\u003e\n\u003cli\u003eLevin LS: \u003cstrong\u003ePatient education and self-care\u003c/strong\u003e. \u003cem\u003eInternational Journal of Self Help and Self Care \u003c/em\u003e2000, \u003cstrong\u003e1\u003c/strong\u003e(1):21-32.\u003c/li\u003e\n\u003cli\u003eGolper T: \u003cstrong\u003ePatient education: can it maximize the success of therapy?\u003c/strong\u003e\u003cem\u003eNephrology Dialysis Transplantation \u003c/em\u003e2001, \u003cstrong\u003e16\u003c/strong\u003e(suppl_7):20-24.\u003c/li\u003e\n\u003cli\u003eStr\u0026ouml;mberg A: \u003cstrong\u003eThe crucial role of patient education in heart failure\u003c/strong\u003e. \u003cem\u003eEuropean journal of heart failure \u003c/em\u003e2005, \u003cstrong\u003e7\u003c/strong\u003e(3):363-369.\u003c/li\u003e\n\u003cli\u003eAbbasi M, Rabiei L, Masoudi R: \u003cstrong\u003eExperience of nursing students about the barriers to patient education: a qualitative study in Iran\u003c/strong\u003e. \u003cem\u003eKorean journal of medical education \u003c/em\u003e2018, \u003cstrong\u003e30\u003c/strong\u003e(4):327.\u003c/li\u003e\n\u003cli\u003eShadadi H, Sheyback M, Balouchi A, Shoorvazi M: \u003cstrong\u003eThe barriers of clinical education in nursing: A systematic review\u003c/strong\u003e. \u003cem\u003eBiomedical Research \u003c/em\u003e2018, \u003cstrong\u003e29\u003c/strong\u003e(19):3616-3623.\u003c/li\u003e\n\u003cli\u003eGhoul I, Abdullah A, Awwad F, Dardas LA: \u003cstrong\u003eSafety huddle in healthcare settings: a concept analysis\u003c/strong\u003e. \u003cem\u003eBMC Health Services Research \u003c/em\u003e2025, \u003cstrong\u003e25\u003c/strong\u003e(1):393.\u003c/li\u003e\n\u003cli\u003eTinoco JdMVP, Figueiredo LdS, Flores PVP, Padua BLRd, Mesquita ET, Cavalcanti ACD: \u003cstrong\u003eEffectiveness of health education in the self-care and adherence of patients with heart failure: a meta-analysis\u003c/strong\u003e. \u003cem\u003eRevista latino-americana de enfermagem \u003c/em\u003e2021, \u003cstrong\u003e29\u003c/strong\u003e:e3389.\u003c/li\u003e\n\u003cli\u003eJahromi ZB: \u003cstrong\u003eA Study of the Barriers and Facilitators of Patient Education from the Viewpoint of Nursing Students at Jahrom College of Nursing\u003c/strong\u003e. \u003cem\u003eBangladesh Journal of Medical Science \u003c/em\u003e2016, \u003cstrong\u003e15\u003c/strong\u003e(3):471-476.\u003c/li\u003e\n\u003cli\u003eRamezanli S, Badiyepeymaie Jahromi Z: \u003cstrong\u003eIranian Nurses\u0026apos; Views on Barriers and Facilitators in Patient Education: A Cross-Sectional Study\u003c/strong\u003e. \u003cem\u003eGlob J Health Sci \u003c/em\u003e2015, \u003cstrong\u003e7\u003c/strong\u003e(5):288-293.\u003c/li\u003e\n\u003cli\u003eBusca E, Savatteri A, Calafato TL, Mazzoleni B, Barisone M, Dal Molin A: \u003cstrong\u003eBarriers and facilitators to the implementation of nurse\u0026rsquo;s role in primary care settings: an integrative review\u003c/strong\u003e. \u003cem\u003eBMC nursing \u003c/em\u003e2021, \u003cstrong\u003e20\u003c/strong\u003e:1-12.\u003c/li\u003e\n\u003cli\u003eMohammed NY, Elkaluby EA, Mohamed AM: \u003cstrong\u003eNursing students\u0026apos; perspectives regarding challenges and barriers of health education at different community clinical settings in Alexandria, Egypt\u003c/strong\u003e. \u003cem\u003eInt J Novel Res Healthc Nurs \u003c/em\u003e2019, \u003cstrong\u003e6\u003c/strong\u003e:488-502.\u003c/li\u003e\n\u003cli\u003eVelarde-Garc\u0026iacute;a JF, \u0026Aacute;lvarez-Embarba B, Moro-Tejedor MN, Rodr\u0026iacute;guez-Leal L, Arrogante O, Alvarado-Zambrano MG, P\u0026eacute;rez-Corrales J, Palacios-Ce\u0026ntilde;a D: \u003cstrong\u003eBarriers and facilitators to the learning and acquisition of research competencies among nursing students through active methodologies: A qualitative study using reflective writing\u003c/strong\u003e. In: \u003cem\u003eHealthcare: 2023\u003c/em\u003e: MDPI; 2023: 1078.\u003c/li\u003e\n\u003cli\u003eBoyde M, Tuckett A, Ty J: \u003cstrong\u003eTeacher‐as‐actor: Investigating the barriers and facilitators of patient education among hospitalized patients in a cardiology clinical unit\u003c/strong\u003e. \u003cem\u003eNursing \u0026amp; Health Sciences \u003c/em\u003e2021, \u003cstrong\u003e23\u003c/strong\u003e(4):871-879.\u003c/li\u003e\n\u003cli\u003ePađen L, Gschwind G, Vettorazzi R, Probst S: \u003cstrong\u003eFacilitators and barriers for nurses when educating people with chronic wounds\u0026ndash;A qualitative interview study\u003c/strong\u003e. \u003cem\u003eJournal of tissue viability \u003c/em\u003e2024, \u003cstrong\u003e33\u003c/strong\u003e(2):174-178.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Patient education, Nursing, Barriers, Facilitators, Cross-sectional study, Healthcare quality, Palestine","lastPublishedDoi":"10.21203/rs.3.rs-6519505/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6519505/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003ePatient education is crucial for enhancing healthcare outcomes, yet nurses face significant challenges in its delivery. This study explores barriers and facilitators to patient education from nursing perspectives, focusing on factors like time constraints, institutional support, and educational environments.\u003c/p\u003e\u003ch2\u003eMethodology:\u003c/h2\u003e \u003cp\u003eA cross-sectional study was conducted with 150 nurses across governmental and private hospitals in Palestine. Data were collected via a validated questionnaire assessing barriers and facilitators using a five-point Likert scale. Non-parametric statistical analyses were performed using SPSS.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eMajor barriers included time limitations (37.3%), inadequate educational environments (33.3%), and discontinuity between shifts (32.0%). Key facilitators were using educational devices (44.0% agreed), prioritizing evaluation (48.0% agreed), and step-by-step implementation (46.0% agreed). Age, experience, and hospital type significantly influenced perceptions of barriers and facilitators.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eSystemic barriers like time, staffing, and environmental limitations hinder patient education, while technological and structured approaches enhance it. Nurses\u0026rsquo; age, experience, and workplace influence these perceptions. Strengthening institutional support and resources is vital to optimize educational practices and patient care.\u003c/p\u003e","manuscriptTitle":"Barriers and facilitators to patient education from nursing perspectives","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-16 12:06:43","doi":"10.21203/rs.3.rs-6519505/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-05-28T06:29:29+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-21T20:00:51+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-18T09:43:18+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-16T15:16:16+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"136709300856413776448789071059437116909","date":"2025-05-14T20:08:48+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-14T16:39:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"62859631714684906783227417654704453091","date":"2025-05-14T11:06:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"16323879576640525200504138493485019916","date":"2025-05-14T09:02:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"316669515380255161066984130723256528885","date":"2025-05-14T05:47:51+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"320286881670588302268474116344771772333","date":"2025-05-13T21:55:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"175531902289880729614590372260300607144","date":"2025-05-13T18:26:30+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"240791967758547739502590254242266683726","date":"2025-05-13T17:16:03+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-13T13:57:12+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-05-08T12:33:40+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-08T12:31:33+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-05T13:15:27+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Nursing","date":"2025-05-05T13:03:49+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d9602da9-9b57-4cd5-9aa2-e9fac9dc54af","owner":[],"postedDate":"May 16th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-07-07T16:00:25+00:00","versionOfRecord":{"articleIdentity":"rs-6519505","link":"https://doi.org/10.1186/s12912-025-03434-w","journal":{"identity":"bmc-nursing","isVorOnly":false,"title":"BMC Nursing"},"publishedOn":"2025-07-01 15:57:08","publishedOnDateReadable":"July 1st, 2025"},"versionCreatedAt":"2025-05-16 12:06:43","video":"","vorDoi":"10.1186/s12912-025-03434-w","vorDoiUrl":"https://doi.org/10.1186/s12912-025-03434-w","workflowStages":[]},"version":"v1","identity":"rs-6519505","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6519505","identity":"rs-6519505","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}