Department of Transplantation Medicine, Oslo University Hospital, Oslo, Norway; Faculty of Medicine, Department of Interdisciplinary Health Sciences, University of Oslo, Norway.
Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
Patient Educ Couns. 2021 Mar;104(3):517-523. doi: 10.1016/j.pec.2020.09.009. Epub 2020 Oct 5.
To strengthen patients' health literacy and their role as active knowledge actors, we developed a health communication intervention including a film-viewing and counselling session for patients awaiting kidney transplantation. We aimed to explore processes of knowing in the translation of the intervention.
We applied an ethnographic research approach, observing nine intervention sessions with patients and dialysis nurses. Afterwards, the patients and the nurses were interviewed in-depth. Data were analysed using Engebretsen's modified version of Lonergans' four-step model of knowing.
The following knowing processes were identified: i) Knowing as meaning-making; ii) Knowing as acquiring confidence; and iii) Accessing professionals' and peer experts' knowledge. Divergent considerations were taken by the different knowledge actors, which had a direct influence on the knowing processes and knowledge translation.
The findings support active interactions between patients and healthcare providers in processes of knowing. These include self-conscious approaches and critical questioning in both parties.
For transplant professionals, this study demonstrates knowing processes in a real-life context. It also spotlights professional skills and attitudes regarding the importance of self-conscious questioning and a critical interrogating position (for both patients and providers).
为了增强患者的健康素养和他们作为积极知识参与者的角色意识，我们开发了一项健康传播干预措施，包括为等待肾移植的患者提供观影和咨询服务。我们旨在探索该干预措施翻译过程中的认知过程。
我们采用了民族志研究方法，观察了九次患者和透析护士参与的干预措施。之后，对患者和护士进行了深入访谈。数据采用 Engebretsen 对 Lonergans 认知四步法的修改版进行分析。
确定了以下认知过程：i）意义建构的认知；ii）信心获得的认知；iii）获取专业人员和同行专家知识的认知。不同的知识参与者有不同的考虑因素，这直接影响了认知过程和知识的转化。
研究结果支持患者和医疗保健提供者在认知过程中的积极互动。这包括双方的自我意识方法和批判性提问。
对于移植专业人员来说，本研究展示了现实生活中的认知过程。它还强调了专业技能和态度，即自我意识提问和批判性质疑立场的重要性（对患者和提供者而言）。
