A Conceptual Framework for Individualized Patient Education in Healthcare: A Scoping Review

Abstract

Introduction Individualized patient education has received increasing attention as a strategy to improve patient engagement, self-management, and health outcomes. However, its definition, components, and implementation remain conceptually unclear. This scoping review aimed to synthesize existing evidence, clarify the concept of individualized patient education, and develop a conceptual framework by identifying its core dimensions and implementation approaches. Methods This scoping review followed the Joanna Briggs Institute methodology and PRISMA-ScR guidelines. A comprehensive search was performed across Scopus, PubMed, Embase, Web of Science, CINAHL, PsycINFO, Google Scholar, and ProQuest databases from inception to November 2025. Studies addressing individualized patient education or related concepts were included regardless of study design. Data were synthesized using inductive thematic analysis. Results Forty-two studies met the inclusion criteria. The synthesis revealed five interrelated dimensions that define the scope and process of individualized patient education: (1) comprehensive individual assessment, (2) collaborative planning and individualized goal setting, (3) development of individualized educational content, (4) flexible implementation of education, and (5) individualized evaluation, reinforcement, and follow-up. Importantly, the synthesis showed that individualization is not limited to adapting educational content; rather, it encompasses the entire educational process—from assessment and planning through delivery, evaluation, and follow-up—in response to patients’ clinical, cognitive, psychological, cultural, and contextual characteristics and needs. Conclusion By integrating these dimensions into a conceptual framework, this review clarifies the defining characteristics, processes, and components of individualized patient education. The framework conceptualizes individualized patient education as a multidimensional, patient-centered, and iterative process. It provides a coherent basis for research, the development of standardized interventions, and clinical practice in person-centered care.