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- Førland, Georg
(author)
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Learning in health : educational foundation and practice of the Learning and Mastery Centre
- 2014
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Doctoral thesis (other academic/artistic)abstract
- Norwegian authorities have established so called Learning and Mastery Centres in order to face the increased incidences of chronic diseases. Aim: The overall aim of the thesis is, emanating from the study of a Learning and Mastery Centre, to contribute to the development of the educational foundation in health education. The thesis consists of four studies conducted at a local Learning and Mastery Centre. Study I described how user participation was practised in two courses at a local Learning and Mastery Centre. Study II aimed to analyse and discuss the theoretical principles according to which a standardised health education programme originating from a Learning and Mastery Centre was performed, and how these principles influenced practice. The aim of Study III was to explore participants’ approaches to learning, before attending a health education programme at a Learning and Mastery Centre. In Study IV the participant’s experiences of how to live with a chronic disease and their perceptions of learning needs were examined and related to Antonovskys’ dimensions of Sense of Coherence. Methods: All four studies have used a qualitative approach and were analyzed using content analysis. Two studies (I and II) emanated from a case study that included two cases. Study III and IV emanated from five group interviews. Results: The results showed that participation was practised as ‘taking part’ and not as ‘having an influence’. The professionals paid little attention to the participants’ beliefs and ideas as part of the learning process and did not stress reflection as a main prerequisite for learning. The participants’ learning approaches were influenced by their daily life experiences and interactions with the health care system. Salutogenesis includes the main aspects of learning and has the potential to move health education initiatives in an action oriented direction. Conclusions: The dissertation elucidates concepts such as health promotion, active learning perspective, salutogenesis and health literacy. These key concepts may raise awareness among professionals regarding the relationship between theoretical foundation and practice and in this way contribute to further development of the educational foundation and practice of the Learning and Mastery Centre especially and health education in general.
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| 2. |
- Førland, Georg, et al.
(author)
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Searching and dealing, confirmation and feeling : Participants’ approaches to learning in a Health Education setting
- 2017
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In: Health Education Journal. - : SAGE Publications. - 0017-8969 .- 1748-8176. ; 76:3, s. 326-336
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Journal article (peer-reviewed)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
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