Public health education by emergency nurses: A scoping review and narrative synthesis |
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| Affiliation: | 1. School of Health Professions Education, Maastricht University, Maastricht, the Netherlands;2. School for Public Health and Primary Care CAPHRI, Maastricht University, Maastricht, the Netherlands;3. Department of Orthopaedic Surgery and Traumatology, Zuyderland Medical Centre, Heerlen/Geleen , the Netherlands;1. Department of Health Sciences, Norwegian University of Science and Technology (NTNU), Gjøvik, Norway;2. Centre of Medical Ethics, University of Oslo, Oslo, Norway;1. Department of Health Outcomes and Behavior, Division of Population Science, H. Lee Moffitt Cancer Center and Research Institute, Tampa, Florida, USA;2. Department of Gastrointestinal Oncology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, Florida, USA;3. Department of Oncologic Sciences, Morsani College of Medicine, University of South Florida, Tampa, Florida, USA;4. Division of Surgical Oncology, Sylvester Comprehensive Cancer Center, University of Miami Miller School of Medicine, Miami, Florida, USA;1. Department of Family Medicine, Division of community health, Faculty of health sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel;2. Department of Counseling and Human Development, Haifa University, Israel |
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| Abstract: | ObjectiveTo identify the extent, range, and nature of the evidence on public health education provided by emergency nurses.MethodsA scoping review, using the methodological guidance of Joanna Briggs Institute, was conducted to scope and map the literature and research activity. Using predetermined criteria, databases, grey literature, and reference lists were searched for eligible sources. At least two authors reviewed each article. A narrative synthesis methodology was utilised to analyse and report the findings.ResultsThere was significant methodological heterogeneity between sources (n = 6). Three themes were identified: 1) Benefits of the system: An opportunity to inform the public, 2) The barriers: Time pressures and being prepared and 3) The strategies: Plan for structured and created teachable momentsConclusionLimited research is being conducted in this area. Further research is needed to understand emergency nurse’s practice and attitudes towards providing public health messages.Practice implicationsEmergency nurses need to utilise the ‘teachable moment‘ for every emergency admission, providing opportunistic preventative education to improve health outcomes and reduce demand on the healthcare system. |
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| Keywords: | Emergency Department Patient Education Emergency Nurse Public health education Scoping |
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