Jensen Natasja K, Pals Regitze As, Willaing Ingrid
Health Promotion Research, Steno Diabetes Center A/S, Gentofte, Denmark CopenRehab, Section of Social Medicine, Department of Public Health, University of Copenhagen, Copenhagen, Denmark Center for Physical Activity Research (CFAS), Rigshospitalet, Copenhagen, Denmark.
Health Promotion Research, Steno Diabetes Center A/S, Gentofte, Denmark
Chronic Illn. 2016 Jun;12(2):145-56. doi: 10.1177/1742395315625099. Epub 2016 Jan 4.
To explore educator experiences of implementing dialogue tools in practice to engender participatory patient education.
Data were collected through qualitative interviews with 31 educators and 20 ethnographic observations of group-based education sessions at eight education sites. Data were analysed using systematic text condensation and the theoretical concepts of script and de-script. Three dialogue tools including 'My Illness and Me', 'Goals and Plan's and 'Wheel of Change' were selected for analysis because they were used most frequently. The tools are intended to support educators in facilitating participatory patient education.
Consistent with the intended purpose of the dialogue tools, educators reported that the dialogue tools helped engender participatory education in the form of reflection and dialogue among participants regarding living with diabetes. However, educators also reported instances of discrepancies between the tools' intended purpose and their actual use because some participants found it difficult to relate to the tools.
The application of dialogue tools to engender participatory patient education is highly dependent on educators' and participants' understanding and use of dialogue tools in practice. This implies that substantial educator skills are needed to facilitate dialogue and participation in patient education.
探讨教育工作者在实践中应用对话工具以促进参与式患者教育的经验。
通过对31名教育工作者进行定性访谈以及对8个教育场所的小组教育课程进行20次人种志观察来收集数据。使用系统文本浓缩以及脚本和去脚本的理论概念对数据进行分析。选择了三种对话工具，即“我的疾病与我”、“目标与计划”和“改变之轮”进行分析，因为它们使用最为频繁。这些工具旨在支持教育工作者促进参与式患者教育。
与对话工具的预期目的一致，教育工作者报告称，对话工具有助于以参与者之间关于糖尿病生活的反思和对话形式促进参与式教育。然而，教育工作者也报告了工具预期目的与实际使用之间存在差异的情况，因为一些参与者发现难以与这些工具产生关联。
应用对话工具促进参与式患者教育高度依赖于教育工作者和参与者在实践中对对话工具的理解和使用。这意味着需要教育工作者具备大量技能来促进患者教育中的对话和参与。
