Date of Conferral

10-7-2026

Date of Award

October 2026

Degree

Ph.D.

School

Nursing

Advisor

Janice Long

Abstract

Previous literature has centered on patient perspectives and experiences regarding patient education, particularly focusing on factors influencing patients’ understanding, lifestyle changes, and health outcomes. However, less is known about nurses’ perspectives on their educator roles and the barriers they face in providing focused patient education for heart failure. This basic qualitative study, guided by Malcolm Knowles’ adult learning theory, addressed this knowledge gap by exploring the experiences of acute care nurses who taught heart failure patient education. Using criterion sampling, semistructured interviews were conducted with 10 nurses from acute care units. The interviews explored educator role preparedness, patient teaching strategies, and perceived challenges. Data were analyzed through descriptive coding, with findings validated via member checking and triangulation with literature sources. Three main themes emerged: (a) human-centered growth and support, (b) proactive and systematic change, and (c) the interplay of agency and interdependence. The study highlighted the significance of organizational support and interdisciplinary collaboration in facilitating effective patient education. Participants also emphasized the need for ongoing professional development to address evolving educational demands. By enhancing understanding of these factors, the findings can inform future research, policy development, and the advancement of nursing education practices. These results provide actionable insights for developing structured teaching guidelines, supporting nursing confidence and preparedness, and ultimately improving patient outcomes in heart failure education.

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