Kristiansen Anne Mette, Svanholm Jette R, Schjødt Inge, Mølgaard Jensen Karsten, Silén Charlotte, Karlgren Klas
Department of Cardiology, Aarhus University Hospital, Denmark.
Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden.
Int J Med Educ. 2017 Feb 25;8:47-58. doi: 10.5116/ijme.5898.309e.
To identify the learning needs of patients with heart failure between outpatients follow-up visits from their perspective and to ascertain what they emphasize as being important in the design of an educational website for them.
We conducted a two-step qualitative study at Aarhus University Hospital, Denmark. Twenty patients with heart failure participated either in focus group interviews, diary writing, or video-recorded design sessions. Data on learning needs were collected in step 1 and analyses, therefore, helped develop the preliminary prototypes of a website. In step 2, patients worked on the prototypes in video-recorded design sessions, employing a think-aloud method. The interviews were transcribed and a content analysis was performed on the text and video data.
Patients' learning needs were multifaceted, driven by anxiety, arising from, and often influenced by, such daily situations and contexts as the medical condition, medication, challenges in daily life, and where to get support and how to manage their self-care. They emphasized different ways of adapting the design to the patient group to enable interaction with peers and professionals and specific interface issues.
This study provided insights into the different learning needs of patients with heart failure, how managing daily situations is the starting point for these needs and how emotions play a part in patients' learning. Moreover, it showed how patient co-designers proved to be useful for understanding how to design a website that supports patients' learning: insights, which may become important in designing online learning tools for patients.
从心力衰竭患者的角度确定门诊随访期间他们的学习需求，并确定他们认为为其设计教育网站时重要的方面。
我们在丹麦奥胡斯大学医院进行了一项分两步的定性研究。20名心力衰竭患者参与了焦点小组访谈、写日记或视频记录的设计环节。在第一步中收集了关于学习需求的数据，因此分析有助于开发网站的初步原型。在第二步中，患者在视频记录的设计环节中使用出声思考法对原型进行操作。对访谈进行了转录，并对文本和视频数据进行了内容分析。
患者的学习需求是多方面的，由焦虑驱动，这种焦虑源于日常情况和背景，如病情、药物治疗、日常生活中的挑战，以及从何处获得支持和如何进行自我护理，并常常受其影响。他们强调了使设计适应患者群体的不同方式，以实现与同伴和专业人员的互动以及特定的界面问题。
本研究深入了解了心力衰竭患者的不同学习需求、应对日常情况如何是这些需求的起点以及情绪如何在患者学习中发挥作用。此外，它还展示了患者共同设计者如何被证明有助于理解如何设计支持患者学习的网站：这些见解在为患者设计在线学习工具时可能会很重要。
