Faculty of Sport and Health Sciences, University of Jyväskylä , Jyväskylä, Finland.
Department of Internal Medicine and Rehabilitation, Helsinki University Hospital , Helsinki, Finland.
Physiother Theory Pract. 2020 Aug;36(8):946-955. doi: 10.1080/09593985.2018.1513617. Epub 2018 Sep 11.
There is limited knowledge about patients' and physiotherapists' perceptions of patient education in physiotherapy in hip arthroplasty. The aim of this study was to describe physiotherapists' conceptions of the patient education in physiotherapy needed by patients undergoing total hip arthroplasty.
The data for this qualitative study were collected using group and individual semi-structured interviews. Seven physiotherapists were interviewed. The research data were analyzed using a phenomenographic method.
Three categories of patient education in physiotherapy in hip arthroplasty were produced and the categories formed a hierarchy. The narrowest descriptive category was Schematic physiotherapy complying with the protocol. Identifying individual rehabilitation needs was the second category, and the third, widest category was Coaching home rehabilitation. The differences between the categories were described in four themes: 1) Moving; 2) Exercising; 3) Interaction in relation to patient; and 4) Health care system.
According to the results, patient education in physiotherapy optimally aims to identify patients' individual rehabilitation needs, advice on coping at home and especially helping patients to be prepared for and capable of long rehabilitation for which they are themselves responsible. These findings resulting from descriptive categories can be utilized in developing education methods and physiotherapists' competence in patient education.
对于髋关节置换术后患者接受物理治疗所需的患者教育，患者和物理治疗师的认知有限。本研究的目的是描述接受全髋关节置换术的患者所需的物理治疗患者教育方面，物理治疗师的概念。
这项定性研究的数据是通过小组和个人半结构化访谈收集的。共访谈了 7 名物理治疗师。使用现象学方法对研究数据进行了分析。
产生了髋关节置换术患者物理治疗教育的三个类别，这些类别形成了一个层次结构。最狭义的描述性类别是符合方案的物理治疗。确定个人康复需求是第二个类别，而第三个也是最广泛的类别是家庭康复指导。类别之间的差异在四个主题中进行了描述：1）运动；2）锻炼；3）与患者的互动；和 4）医疗保健系统。
根据研究结果，物理治疗患者教育的最佳目标是确定患者的个人康复需求，提供在家中应对的建议，特别是帮助患者为自己负责的长期康复做好准备并具备康复能力。这些来自描述性类别的研究结果可用于开发教育方法和物理治疗师在患者教育方面的能力。
