Patiënten vragen om persoonlijke, continue voorlichting bij atriumfibrilleren — systematische review

AIM(S): To synthesise qualitative and quantitative evidence on patients' experiences and perceptions of patient education in atrial fibrillation care. DESIGN: Mixed-methods systematic review using a convergent integrated approach. METHODS: A systematic mixed-methods review was conducted following the Joanna Briggs Institute convergent integrated methodology. Quantitative findings were transformed into textual descriptions and integrated with qualitative findings to generate synthesised findings reflecting patients' experiences and perceptions of patient education. DATA SOURCES: PubMed, CINAHL, Scopus, and ProQuest (Eric) databases were searched in January 2025 and updated in November 2025. RESULTS: Six synthesised findings comprising 14 categories were generated. Patients emphasised the need for clear, understandable, and personalised information and described emotional burden alongside a need for continuity and reassurance. Education was valued when it supported self-management and when mediated and social modes of learning complemented professional support. Educational experiences were shaped by mismatches between patients' capacities and educational approaches, structural barriers, and the timing and continuity of education. Overall, patient education was experienced as an ongoing, relational, and context-dependent process in which personal relevance, dialogue, continuity, and opportunities to revisit information influenced patients' confidence, reassurance, and engagement in self-management. CONCLUSION: rom patients' perspectives, patient education in atrial fibrillation care should be individually relevant, practically applicable, relationally supportive, and responsive to changing needs across the care trajectory. IMPLICATIONS FOR PATIENT CARE: The findings support patient-centred development of education in atrial fibrillation care by clarifying how patients experience and evaluate educational support in clinical settings. IMPACT: Patient education in atrial fibrillation care may be strengthened by combining clear and personalised information with relational continuity, practical self-management support, appropriate timing, dialogue and repeated learning. REPORTING METHOD: This review followed the PRISMA 2020 statement and the Joanna Briggs Institute methodology for convergent integrated mixed-methods systematic reviews. PROSPERO: ID CRD42024613382 PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.