| Sumario: | Background The theory of nursing systems outlines three care types a nurse may employ in response to a patient's self-care deficits: wholly compensatory, partly compensatory, or supportive-educative care. A patient may require all three types of nursing care throughout their inpatient rehabilitation. The choice of nursing approach is based upon an assessment of the patient in their context at a point in time. Aim The aim of this review is to answer: what evidence is there of nurses providing supportive-educative care when working with rehabilitation inpatients? Review methods A broad systematic search was undertaken in the databases CINAHL, Medline, Scopus and Pubmed using the following search syntax: nurs* AND patient educat* OR support* care OR support* educat* care AND rehab* AND inpatients OR hospital units. Focused searches were also undertaken to focus on specific impairment groups including brain injury, spinal cord injury, stroke and hip fractures. 38 articles met the inclusion criteria and were included in the review. Findings This review found evidence of nurses providing supportive-educative care in inpatient rehabilitation settings in the form of coaching patients to self-care and rehabilitative thinking, outcomes of that care as well as the enablers and barriers of supportiveeducative care. Conclusion Orem's supportive-educative care characterised rehabilitative nursing practice, commonly referred to by nurses as coaching. This approach was informed by nursing's understanding of rehabilitation as a continuous process.
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