慢性阻塞性肺病或哮喘患者及其重要他人在肺康复中的学习动机和偏好:定性研究

A. Muijsenberg, S. Haesevoets, S. Houben-Wilke, Jan Tatousek, Joyca Lacroix, M. Spruit, D. Janssen
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引用次数: 0

摘要

目前还缺乏从肺康复(PR)学习者的角度对教育需求的深入了解。为了改善肺康复学习,需要了解诱发或增强患者及其重要他人内在动机的因素。因此,本研究旨在深入了解慢性阻塞性肺病(COPD)和哮喘转诊为肺康复的患者及其重要他人的学习动机以及他们对教育的偏好。数据是通过一次性面对面半结构化访谈收集的。访谈内容由两名研究人员进行誊写,并使用主题分析法对访谈内容进行独立分析。参与者表达了各种信息需求和学习偏好。在学习动机这一主题下出现的次主题有1) 好奇心,如知识差距和对新信息的希望;以及 2) 价值观和目标,如自身健康、照顾亲人和与家人共度时光。为增强公共关系中的内在学习动机,应通过提供多个学习主题和适应偏好的教育来支持个人的自主性,同时应通过满足信息需求来培养好奇心。此外,健康教育计划应符合个人的价值观和目标,如自身健康、照顾亲人和与家人共度时光。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Motivation and preferences for learning of patients with COPD or asthma and their significant others in pulmonary rehabilitation: a qualitative study
In depth understanding of educational needs from the perspective of the learners in pulmonary rehabilitation (PR) is lacking. To improve learning in PR, understanding of factors that induce or enhance intrinsic motivation in both patients and their significant others is needed. Therefore, this study aims to gain in-depth understanding of what motivates patients with COPD and asthma referred for PR and their significant others to learn and what their preferences are for education.For this qualitative study, a sample was taken from a previous quantitative study. Data was collected through a one-time face-to-face semi-structured interview. The interviews were transcribed and independently analysed by two researchers using thematic analyses.Twelve patients and four significant others (56% female; age: 63±11 years) have been interviewed. Participants expressed a variety of information needs and learning preferences. Subthemes that emerged within the theme of motivation for learning were: 1) curiosity, such as knowledge gaps and hope for new information; and 2) values and goals, such as own health, caring for loved ones and spending time with family.To enhance intrinsic motivation for learning within PR, autonomy of individuals should be supported by offering several learning topics and education adapted to preferences, while curiosity should be fostered by targeting information needs. Moreover, health education programs should match with the personal values and goals of individuals, such as own health, caring for loved ones and spending time with family.
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