从修复者到促进者：一项关于糖尿病患者中心咨询和基于赋权教育的解释现象学研究。
From fixer to facilitator: an interpretative phenomenological study of diabetes person-centred counselling and empowerment-based education.
作者信息
Findlay-White Florence, Dornan Tim, Davies Mark, Archer Alan, Kilvert Anne, Fox Charles
机构信息
Centre for Medical Education, Queen's University Belfast, Belfast, Northern Ireland, BT9 7BL, UK.
Clinical Psychology Department, Belfast City Hospital, Belfast, Northern Ireland, BT9 7AE, UK.
出版信息
F1000Res. 2023 Nov 9;11:78. doi: 10.12688/f1000research.73596.2. eCollection 2022.
BACKGROUND
The purpose of this study is to explore the professional and personal experiences of multidisciplinary healthcare professionals during and following diabetes counselling and empowerment-based education.
METHODS
Everyone who had participated in a diabetes counselling and empowerment course between 2008-2016 was invited to respond to an online survey and follow-up telephone interview if willing. Interviews were recorded and transcribed verbatim. The research team used interpretative phenomenology to identify core themes from both the survey and telephone interviews and which captured the impact of empowerment-based education.
RESULTS
22 doctors, nurses, dieticians, and psychologists completed an online questionnaire. 10 subsequently took part in telephone interviews. Empowerment-based education changed them from fixers to facilitators. Their transformation included a sense of becoming authentic, 'being the way I want to be' in clinical practice and becoming more self-reflective. This affected them personally as well as reinvigorating them professionally.
CONCLUSIONS
The participants described a personal and professional journey of transformation that included discovering their person-centred philosophy. They adopted a consultation structure that empowered people with diabetes to care for themselves. It can be speculated that participants' experience of transformation may also guard against professional burnout.
背景
本研究旨在探讨多学科医疗保健专业人员在糖尿病咨询及基于赋权的教育期间及之后的专业和个人经历。
方法
邀请2008年至2016年间参加过糖尿病咨询及赋权课程的所有人参与在线调查，若愿意还可接受后续电话访谈。访谈进行录音并逐字转录。研究团队采用解释现象学从调查和电话访谈中识别核心主题，这些主题体现了基于赋权的教育的影响。
结果
22名医生、护士、营养师和心理学家完成了在线问卷。其中10人随后参加了电话访谈。基于赋权的教育使他们从问题解决者转变为促进者。他们的转变包括在临床实践中变得更加真实，“成为我想成为的样子”，并变得更加善于自我反思。这对他们的个人生活产生了影响，同时也让他们在职业上重新焕发生机。
结论
参与者描述了一段个人和职业的转变历程，其中包括发现他们以患者为中心的理念。他们采用了一种咨询结构，使糖尿病患者能够自我护理。可以推测，参与者的转变经历也可能预防职业倦怠。
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