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  • 1.
    Førland, Georg
    et al.
    Høgskulen på Vestlandet, Avdeling for helsefag, Haugesund, Norway.
    Eriksson, Monica
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Silén, Charlotte
    Karolinska Institutet, Institutionen för Lärande, Informatik, Management och Etik, Stockholm, Sweden.
    Ringsberg, Karin C.
    Göteborgs Universitet, Institutionen för Vårdvetenskap og Hälsa, Sahlgrenska Akademin,Göteborg, Sweden.
    Sense of Coherence: learning to live with chronic illness through health education2018In: Health Education Journal, ISSN 0017-8969, E-ISSN 1748-8176, Vol. 77, no 1, p. 96-108Article in journal (Refereed)
    Abstract [en]

    Objective: This study examines people's experiences of how to live with a chronic disease, their learning needs and their reasons for participating in a health education programme. The aim of the study was to examine if and how a Sense of Coherence (SOC) might guide an understanding of learning processes inhealth education. Methods: This study has a qualitative study design with data collected through five group interviews. Interviews were analysed using qualitative content analysis to identify principal categories of response. Directed content analysis was then used to reference the categories emerging in the first step to the study's theoretical framework. Results: Three main categories were found: (1) the ability to cope with daily life, (2) assets for a better lifeboth in the present and for the future, and (3) the need for knowledge. A synthesis of empirical findings with reference to the first stage of analysis, the three main aspects of learning, and the three dimensions of a SOC revealed that a SOC may be useful in guiding an understanding of learning processes in health education asa life-oriented mastering resource. Conclusion: SOC offers a useful framework for informing health education. Research is needed to deepen an understanding of how salutogenic theory can strengthen the development of health education programmes and understanding of participants' learning

  • 2.
    Førland, Georg
    et al.
    Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden.
    Silén, Charlotte
    Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Stockholm, Sweden.
    Eriksson, Monica
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Ringsberg, Karin C
    University of Gothenburg, Department of Health and Care Sciences, Gothenburg, Sweden.
    Searching and dealing, confirmation and feeling: Participants’ approaches to learning in a Health Education setting2017In: Health Education Journal, ISSN 0017-8969, E-ISSN 1748-8176, Vol. 76, no 3, p. 326-336Article in journal (Refereed)
    Abstract [en]

    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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