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Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.ORCID iD: 0000-0001-5066-8728
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.ORCID iD: 0000-0002-2646-8715
Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences.
2014 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 36, no 2, 218-232 p.Article in journal (Refereed) Published
Abstract [en]

Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle changes. District nurses functioned as tutors, helping patients to formulate issues and to state self-care goals. To identify and describe the enactment of PBL, an ethnographic approach was used, including, for example, participant observations and interviews, all derived from six sessions of the education programme. Five different enactments were found, metaphorically expressed as: ‘The study circle’, ‘The classroom’, ‘The expert consultation’, ‘The therapy session’ and ‘The coffee party’. The education programme did not always function as it was supposed to according to the model, but perhaps this should not be seen as a failure of the pedagogical intervention since these enactments as a whole seem to be a way for the patients to be able to make healthy lifestyle changes. The metaphors can broaden the understanding of what can happen when implementing problem-based learning in health care practice.

Place, publisher, year, edition, pages
Routledge, 2014. Vol. 36, no 2, 218-232 p.
Keyword [en]
problem-based learning, patient education, ethnography, lifestyle change, empowerment
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-107493DOI: 10.1080/0158037X.2014.904779ISI: 000337964500008OAI: oai:DiVA.org:liu-107493DiVA: diva2:724712
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COR-PRIM
Available from: 2014-06-13 Created: 2014-06-13 Last updated: 2017-12-05Bibliographically approved

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Hjelmfors, LisaAbrandt Dahlgren, MadeleineKärner, AnitaTingström, Pia

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Hjelmfors, LisaAbrandt Dahlgren, MadeleineKärner, AnitaTingström, Pia
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Studies in Continuing Education
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