Forming a learning culture to promote fracture prevention activities

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to explore interprofessional experiences of incorporating fracture prevention activities in clinical practice inspired by an empowerment approach. Design/methodology/approach -Data collection consisted primarily of focus groups interviews, systematized and analyzed by the grounded theory method. The study took place in a health-care district in a county in Sweden and involved health professionals from primary health care and orthopaedic departments. Findings -The findings generated the core category forming a learning culture in managing to incorporate fracture prevention activities in clinical practice. In this learning culture, new forms of interaction with patients were practised and the collaboration developed between multidisciplinary teams added meaning and triggered personal and collective learning in particular about the need for breaking professional patterns, creating more empowering meetings, making the preventive links visible and constructing a greater sense of prevention within the community. Practical implications -The findings show that learning processes through patient-centred interaction and face-to face collaboration based on the professionals' own requests and experiences can be an important motivator to promote fracture prevention activities. Originality/value -This study provides some interprofessional elements in achieving a learning culture concerning health education and fracture prevention.

Method development at Nordic School of Public Health NHV: Phenomenology and Grounded Theory

“…Examples of suitable topics for phenomenological methods are experiences of health and illness [14][15][16]. On the other hand, suitable topics for grounded theory can be processes of bullying [17] and processes of patient-centred interactions and face-to-face collaborations [18].…”