Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylän, Finland.
Department of Internal Medicine and Rehabilitation, Helsinki University Hospital, Helsinki, Finland.
Physiother Res Int. 2020 Oct;25(4):e1862. doi: 10.1002/pri.1862. Epub 2020 Jun 23.
The aim of this study was to explore patients' narratives of patient education in physiotherapy after a total hip arthroplasty (THA).
The data was collected via open thematic interviews from ten patients who had had a primary THA. The interviews were analysed using a qualitative, narrative method.
Three story models of patient education in physiotherapy were identified: Supportive patient education in physiotherapy, Co-operative patient education in physiotherapy and Contradictory patient education in physiotherapy. The emphasis of narration in the first story model was on the trust in the guidance, functioning interaction in the second and insufficient patient education in physiotherapy in the third story model.
According to the results of this study, patients with THA experience functioning interaction and trust in the patient education in physiotherapy as enhancing the rehabilitation process. Conversely insufficient patient education about exercising and follow-up physiotherapy made the patients feel insecure and according to them might have slowed down the rehabilitation process. These findings can be utilized in planning and improving patient education in physiotherapy after THA.
本研究旨在探讨全髋关节置换术后物理治疗患者教育的患者叙述。
通过对 10 名初次接受全髋关节置换术的患者进行开放式主题访谈收集数据。采用定性、叙事的方法对访谈进行分析。
确定了三种物理治疗患者教育的叙事模型：支持性物理治疗患者教育、合作性物理治疗患者教育和矛盾性物理治疗患者教育。第一个叙事模型的重点是对指导的信任，第二个叙事模型的重点是功能交互，第三个叙事模型的重点是物理治疗患者教育不足。
根据这项研究的结果，接受全髋关节置换术的患者体验到物理治疗患者教育中的功能交互和信任，增强了康复过程。相反，关于锻炼和后续物理治疗的患者教育不足使患者感到不安，据他们说，这可能会减缓康复过程。这些发现可用于规划和改善全髋关节置换术后的物理治疗患者教育。
