Persons’ various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach
(2019) In Physiotherapy Theory and Practice 35(8). p.738-747- Abstract
Background: Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons’ knowledge, self-efficacy, and empowerment. Objective: To describe person’s various experiences of learning processes in PE for OA. Design: Phenomenography. Method: Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Results: Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge... (More)
Background: Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons’ knowledge, self-efficacy, and empowerment. Objective: To describe person’s various experiences of learning processes in PE for OA. Design: Phenomenography. Method: Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Results: Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Conclusion: Different experiences of motivation and learning impact on persons’ learning processes which, in turn, influence the persons’ capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.
(Less)
- author
- Larsson, Ingalill LU ; Sundén, Anne LU and Ekvall Hansson, Eva LU
- organization
- publishing date
- 2019
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- empowerment, learning processes, osteoarthritis, Patient education, phenomenography
- in
- Physiotherapy Theory and Practice
- volume
- 35
- issue
- 8
- pages
- 10 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85044595706
- pmid:29601226
- ISSN
- 0959-3985
- DOI
- 10.1080/09593985.2018.1457111
- language
- English
- LU publication?
- yes
- id
- 87e038e0-561e-49cd-9b15-8545d8c26d44
- date added to LUP
- 2018-04-10 11:53:02
- date last changed
- 2024-06-24 12:47:43
@article{87e038e0-561e-49cd-9b15-8545d8c26d44, abstract = {{<p>Background: Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons’ knowledge, self-efficacy, and empowerment. Objective: To describe person’s various experiences of learning processes in PE for OA. Design: Phenomenography. Method: Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Results: Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Conclusion: Different experiences of motivation and learning impact on persons’ learning processes which, in turn, influence the persons’ capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.</p>}}, author = {{Larsson, Ingalill and Sundén, Anne and Ekvall Hansson, Eva}}, issn = {{0959-3985}}, keywords = {{empowerment; learning processes; osteoarthritis; Patient education; phenomenography}}, language = {{eng}}, number = {{8}}, pages = {{738--747}}, publisher = {{Taylor & Francis}}, series = {{Physiotherapy Theory and Practice}}, title = {{Persons’ various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach}}, url = {{http://dx.doi.org/10.1080/09593985.2018.1457111}}, doi = {{10.1080/09593985.2018.1457111}}, volume = {{35}}, year = {{2019}}, }