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Persons’ various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach

Larsson, Ingalill LU ; Sundén, Anne LU and Ekvall Hansson, Eva LU (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.

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author
; and
organization
publishing date
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
  • pmid:29601226
  • scopus:85044595706
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
2024-03-01 17:08:04
@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}},
}