The importance of patient education

Patient education has long been recognised as a vital part of effective healthcare (Hoving et al., 2010; World Health Organization, 2023). It not only informs patients, but also strengthens the patient-professional relationship by fostering collaboration in decision-making. Research consistently illustrates that patients consider education a fundamental aspect of their care, not just an optional extra (May, 1983; Trede, 2000; Cooper et al., 2009).

Patient education is consistently recommended across clinical practice guidelines (CPGs) for various health conditions. Within most CPGs, education is typically included as part of a broader package of care alongside other treatments. Many guidelines also stress the importance of tailoring education to individual patient needs, ensuring that information is relevant, meaningful, and supports engagement in their recovery (Lin et al., 2019).

The impact of patient education on health outcomes is well-documented in literature. A systematic review of 497 studies found that education improves treatment adherence, self-efficacy, and overall quality of life (Correia, 2023). Previous research has shown that patient education can reduce pain and disability, prevent hospital readmissions, and enhance self-management skills (Lagger et al., 2010). This is based on the premise that if patients understand their condition, they are more likely and able to follow treatment plans, develop coping strategies, and take an active role in their care (Klaber-Moffett & Richardson, 1997; Cooper et al., 2001; Rankin & Stallings, 2005; Gold & McClung, 2006).

Importantly, these benefits tend to be most effective when education is prioritised, structured, individualised, and culturally appropriate (Friedman et al., 2011). When patient education is not included or ineffective, there are adverse consequences. A patient’s poor understanding of their condition can lead to higher hospital readmission rates, ineffective medication use, and inadequate self-care (Raines & Dickey, 2019; Cumbler et al., 2009; Ellis et al., 2004).