Links between perceptions of the health-care professionals and their patient education practices: a systematic review

Abstract

Background: Two decades after its definition by the World Health Organisation, Patient Education implementation remains a challenge. It is worth trying to understand why it remains the case. Perceptions might offer this opportunity, as links between perceptions and practices are actually well-known on the theoretical level. This literature review aims to investigate links between perceptions and Patient Education practices among health-care professionals. Methods: A systematic review was conducted using PubMed, PsycINFO and Scopus. Search terms were “perceptionsâ€, patient education, professional practices and health-care professionals. Findings: Three research equations were considered in order to overcome the lack of a common term for “perceptionsâ€. 21 studies were included: 20 cross-sectional designs and a quasi-experimental one. Overall findings supported the existence of links between practices and perceptions, either correlational or causal. Causality was generally considered in one single direction: perceptions affecting practices. Four types of perceptions were identified as linked with practices. Practices were self-reported, concerned individual education and were mostly assessed by prevalence measurements. When analysing practices’ quality, studies highlighted their changing nature and the central role of perceptions of oneself and of the patient. However, variables were generally poorly described. Discussion: This review allows suggesting quality criteria for further research: cover Patient Education’s entire spectrum, operationalize variables, explore singular practices, measure practices’ quality, elaborate designs enabling conclusions on causation and take into account a bidirectional perspective. Discussions should be encouraged among professionals on the nature of quality in Patient Education practices, especially on how the “patient-centred†dimension is achieved.