Searching and Dealing, Confirmation and Feeling--Participants' Approaches to Learning in a Health Education Setting

Autor/inn/en	Førland, Georg; Silèn, Charlotte; Eriksson, Monica; Ringsberg, Karin C.
Titel	Searching and Dealing, Confirmation and Feeling--Participants' Approaches to Learning in a Health Education Setting
Quelle	In: Health Education Journal, 76 (2017) 3, S.326-336 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896916674240
Schlagwörter	Health Education; Foreign Countries; Qualitative Research; Content Analysis; Data Collection; Health Services; Health Promotion; Semi Structured Interviews; Diseases; Information Literacy; Health Materials; Norway + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ausland; Qualitative Forschung; Inhaltsanalyse; Data capture; Datensammlung; Health service; Gesundheitsdienst; Gesundheitswesen; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Disease; Krankheit; Informationskompetenz; Norwegen
Abstract	Objective: Health care is far from reaching the goal of people being part of their own care, and research is lacking on how to understand their perspective. This study explores people's intentions with the act of learning before attending a health education programme at a Learning and Mastery Centre (LMC) in Norway. The aim of this study was to understand participants' learning strategies for learning about their own health care in a health education setting. Methods: Data were collected through five group interviews and analysed using qualitative content analysis. Results: Findings revealed that participants' intentions of how and what to learn were influenced by their life experiences and interactions with the health care system. Three main categories of experience emerged: (1) sharing experiences, (2) second opinion and (3) capturing the news, brought together under the comprehensive theme: searching and dealing, confirmation and feeling, which reflects the underlying meaning of the categories. Conclusion: Results encourage us to see learning as an active construction process underpinned by health literacy, including both people's competencies and the health care system. If LMCs and similar health education initiatives are to make an important contribution to improving people's health literacy, significant attention should be given in the planning and implementation of initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01