Abstract
Background
Self-management education is critical to the development of successful health behavior changes related to chronic illness. However, people in high-risk groups attend less frequently or benefit less from patient education programs than do people with more socioeconomic advantages.
Aim
The aim was to test the feasibility of a participatory person-centered education approach and tool-kit targeting self-management of chronic illness in hardly reached people.
Methods
After participating in a training program, educators (n=77) tested the approach in practice. Data collection included online questionnaires for educators (n=65), observations of education sessions (n=7), and interviews with educators (n=11) and participants (n=22). Descriptive statistics were calculated. Transcripts of interviews and observations were analyzed using systematic text condensation. Feasibility was examined in terms of practicality, integration, suitability, and efficacy.
Results
Educators had a positive response to the approach and found that the tools supported involving participants in education and support. Participant satisfaction varied, depending on the ability of educators to integrate the tools into programs in a meaningful way. The tools provided time for reflection in the education process that benefited participants and educators alike. Educators found it challenging to allow participants to help set the agenda and to exchange experiences without educator control. Barriers to use reported by educators included lack of time for both training and preparation.
Limitations
The testing included varied groups of participants, some groups included members of hardly reached populations and others did not. Also, some tools were only tried in practice by a few educators.
Conclusion
The approach was feasible in terms of practicality, integration, acceptability, and efficacy and perceived by educators as suitable for both hardly reached participants and those who are less disadvantaged. Implementation of the approach requires time for training and preparation.
Supplementary materials
Table S1 Educators, participants, and settings
Table S2 Use of each tool and contexts in which 65 educators tested tools
References
- Steno Health Promotion CenterIn balance with chronic illnessTools for patient educationGentofte, Denmark2011
- TorenholtREngelundGWillaingIBringing person-centeredness and active involvement into reality: the feasibility of a participatory concept for patient educationHealth Educ2015115518533
- PalsRASOlesenKWillaingIWhat does theory-driven evaluation add to the analysis of self-reported outcomes of diabetes education? A comparative realist evaluation of a participatory patient education approachPatient Educ Couns201699995100126830513
Acknowledgments
The authors would like to thank Gitte Engelund, Susanne Vestergaard, and Kurt Æbelø, as well as all educators and participants for their contributions. The authors acknowledge Jennifer Green, Caduceus Strategies for proofreading and editing the manuscript. This work was supported by the Danish Health and Medicines Authority.
Disclosure
The authors report no conflicts of interest in this work.