Nurses’ experiences with ad-hoc patient education in an Austrian acute care setting – A qualitative multicentric study

This paper aims to explore nurses’ experiences with ad-hoc patient education (AHPE) in an acute inpatient setting. We conducted nine focus groups with 34 nurses. Data was analysed using thematic analysis and the social-ecological model (SEM). We identified two main themes. 1) characteristics of AHPE: the complexity, contents, and timing of AHPE, as well as features of successful AHPE. The central phenomenon was the subconscious and incidental nature of AHPE. This negatively impacts charting and recognition of patient education as a core nursing responsibility. 2) requirements for successful AHPE, using the SEM: a) interpersonal level: nurses’ own expertise, personality traits, and attitude; b) intrapersonal level: relationship building, communication at eye-level, and recognising patients’ receptivity and education needs; c) institutional level: environmental factors (time, space, and clear responsibilities within care teams) and the charting system; d) social level: recognition and appreciation for the value of patient education. AHPE often occurs subconciously and unreflected. Patient education can positively impact patient outcomes; however, this requires a complex interaction of factors on multiple systemic levels. Awareness raising for AHPE, its value for patients and society, and its proper charting is needed on multiple levels to ensure patient safety and the peace of mind of care teams. •Nurse-led patient education often occurs ad-hoc alongside other nursing activities.•It is thus often unconscious, unreflected, and undocumented.•Diverse care teams further complicate responsibilities.•A systems-theory approach facilitates understanding of requirements for success.