Not knowing what education is needed and what educational opportunities are available can also stifle nurses’ efforts to grow, develop, and progress professionally. Manuscript content on this site is licensed under Creative Commons Licenses. When talking about patient education, the managers spontaneously discriminated between the concepts “patient teaching” and “patient information.” They used concepts such as starting from the patient’s view, dialogue, informal or real knowledge, formal pedagogical competence, pedagogical work, and pedagogy as a tool. The interviews showed that health care professionals were not fully aware of the power they exercised over care seekers or of their insufficient pedagogical training. Reproduced by permission (Fairclough, 2010, p. 133). Nurses in primary care “never” to “occasionally,” 43% (n = 76), perceive that managers offer support in patient education work, and 60% (n = 114) have no pedagogical education (Bergh et al., 2012). They gain knowledge, develop skills, and become socialized into their work teams. Furthermore, communication with elderly patients can be problematic as they can feel uncomfortable about asking questions, and it can be difficult to find the appropriate teaching levels. In the complex, evolving perioperative setting, professional development is a priority, and the need for ongoing education is critical. . Collaboration between physicians and nurses, based on the individual patient’s knowledge needs, should result in patient education strategies developed as a structured and reflective part of teamwork. Considering that patient education represents substantial financial interests for health care operations, it is important that nurses’ tick off patient education on an activity list. Published April 2017. Several online sources offer free or low‐cost courses for general learning, building a personal library, or for obtaining contact hours from specific providers, including AORN, the Lippincott NursingCenter, and the American Nurses Association (Sidebar 1). These efforts, in part, constitute nursing professional development (NPD), the outcomes of which are growth, learning, and change.3. First, the text was analyzed to find specific content of what the text was about (the criterions and the properties were sought, see Table 2). A robust professional network can provide a nurse with support, influence, and recognition and is a valuable element of a nurse's successful career path. We thank the managers who participated and openly shared their thoughts and experiences, as well as Jenny Gunnarsson Payne, associate professor in European ethnology, and Kate Galvin, professor of nursing practice, for their advice and support. The American Nurses Credentialing Center states that these gaps may result from a “change that has been made to a standard of care, a problem that exists in practice, or an opportunity for improvement.”4 Once identified, practice gaps become learning needs. it’s just that we not always call it teaching, but if one sees it as a whole it’s actually there” (FG1). Number of times cited according to CrossRef: Impact of a Structured Response and Evidence-Based Checklist on In-hospital Stroke Outcomes. Only texts containing sequences about managers’ ways of talking about nurses’ patient education were included in the analysis. A discourse order encompasses a discursive practice, within which there is a struggle for ideological hegemony, implying that a discursive practice can be either reproduced or replaced, thus altering the discourse order. Another cause of increased costs was that patients’ expectations on primary care did not fit within its mission and current economic frames. 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