“An Expanded Window of Understanding a Changed Everyday Life”—Experiences From Patients With Long-Term Conditions After Attending Group Learning Sessions

Abstract

Objective: Health education programs using group learning sessions for patients with long-term conditions have been tested, but not evaluated. In order to evaluate such sessions, the purpose was to explore experiences from patients with long-term conditions after participating in group learning sessions. Methods: A descriptive design based on qualitative content analysis was used. Interviews were conducted with 19 patients with different long-term conditions, and participants were asked about their experiences after taking part in the group learning sessions. Results: Sharing experiences with one another gave them opportunities for learning. Patients described a metaphorical “expanded window,” which opens in the group learning sessions; comparable to encounters during regular visits to health care providers. The nature of the learning environment that follows the educational model, together with describing lived experiences, allowed patients to share capability and resources, which was found to be foundational. Conclusions: The health education program as a format was important for shared learning. The facilitator can support the learning by structuring the format, but most essential was sharing experiences that facilitated each patient’s learning that can aid the support of individual self-management.

To support self‐management for people with long‐term conditions – The effect on shared decision‐making, empowerment and coping after participating in group‐learning sessions

“…The evidence base suggests that the benefits of participating in such interventions that support self‐management are less incidence of symptom distress and greater awareness of patients' condition, peer support, learning and improved self‐management strategies (Stenberg et al, 2016 ). Therefore, we conclude that the focus on peer‐support groups is to learn about how peers have taken control of their health and this empowered component may lead to an increased responsibility for self‐management of their condition (Arney et al, 2020 ; Lindblad et al, 2020 ), which strengthens the results of increased empowerment after attending group‐learning sessions.…”

“…Therefore, we conclude that the focus on peer-support groups is to learn about how peers have taken control of their health and this empowered component may lead to an increased responsibility for self-management of their condition (Arney et al, 2020;Lindblad et al, 2020), which strengthens the results of increased empowerment after attending group-learning sessions.…”

“…Only relatively modest short‐term improvements in outcomes of utilization and cost reductions have been described (Franek, 2013 ). On the other hand, qualitative results point to other benefits, such as benefits due to lower incidence of symptom distress, greater awareness of the disease, improved self‐management strategies, learning and peer support (Lindblad, Hedberg, Nygårdh, & Petersson, 2020 ; Stenberg, Haaland‐Øverby, Fredriksen, Westermann, & Kvisvik, 2016 ). The results suggest that these kinds of programmes are an essential part of contemporary healthcare management but the effects and evaluation efforts in measuring outcomes in patient education programmes remain uncertain (Stenberg et al, 2016 ).…”

‘It's like a never‐ending diabetes youth camp’: Co‐designing a digital social network for young people with type 1 diabetes

“…Through closed groups, members may help others in the network by spreading awareness about the condition itself, and providing emotional support and/or technical assistance when building on members' shared experiences. 15 Existing research exploring diabetes online communities shows that people with T1D seek out diabetes online networks because it is challenging to identify a peer in real life. The shared experience has been mentioned as the most frequent topic discussed in several studies, and the sense of normality and validation of lived experiences are also central.…”

“…Moreover, online social networks could be useful tools for patients and/or their caregivers to learn about blood glucose devices and receive technological assistance from other members. Through closed groups, members may help others in the network by spreading awareness about the condition itself, and providing emotional support and/or technical assistance when building on members' shared experiences 15 …”