Education and Ethics In Nursing ISSN: 2322-5300

Nurses’ Perspectives on Effective Education for Burn Patients: A Content Analysis Study

https://doi.org/10.22034/ethic.2025.2066063.1182
Volume 14, 3-4
October 2025
Pages 78-86
Education and Ethics In Nursing ISSN: 2322-5300

Document Type : Original Article

Authors

Sedigheh farzi 1
saba farzi 2
Ehsaneh Najari 3
Sara Rahdar 3
Mahdi Khosravi 4
Hamid Ahmadi 5

1 Associate Professor, Nursing and Midwifery Care Research Center, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.

2 Assistant professor, Nursing and Midwifery Care Research Center, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

3 MSc of Nursing, Imam Musakazem Hospital(AS), Isfahan University of Medical Sciences, Isfahan, Iran

4 BSc of Nursing, Imam Musakazem Hospital(AS), Isfahan University of Medical Sciences, Isfahan, Iran

5 Assistant Professor of Psychiatry, Department of Internal Medicine, School of Medicine, Lorestan University of Medical Sciences, Lorestan, Iran.

Abstract
Introduction: Patient education is an integral component of nursing care and constitutes one of the fundamental pillars for patient empowerment. Burn patients, similar to other patient populations, receive educational interventions; however, due to the unique nature of burn injuries—characterized by extensive, multidimensional, and often long-term educational needs—conventional educational approaches frequently fail to address the complexity of their circumstances. This underscores the necessity of revisiting current educational strategies and identifying factors influencing their effectiveness. Accordingly, the present study aimed to explore the characteristics of effective patient education for burn patients from the perspective of nurses.
Method and Materials: This qualitative study, employing a content analysis approach, was conducted in one of the educational–treatment centers in Isfahan, Iran (2024–2025). A purposive sampling method was used to recruit nine experienced burn unit nurses. Data were collected through semi-structured interviews and analyzed according to the approach proposed by Graneheim and Lundman. To enhance the rigor and trustworthiness of the findings, Lincoln and Guba’s four criteria—confirmability, credibility, dependability, and transferability—were applied.
Results: Data analysis yielded one main category, Comprehensive and Gradual Education, encompassing five subcategories: individualized education; education based on physical, psychological, and social needs; education for both patient and family; continuity of education from admission to discharge; and a care-oriented culture.
Conclusion: Effective education for burn patients requires a comprehensive, gradual, patient-centered approach grounded in team collaboration. Structural modifications, fostering a care-oriented culture, and organizational support are essential to strengthen the educational role of nurses and enhance the quality of care.

 

Keywords

Patient Education
Nursing
Burns
Qualitative Study
Subjects
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