The growing research field of patient education and learning: The significance of a Nordic network

Abstract

The research field of patient learning and patient education is growing due to the high prevalence of people living with lifelong disease and illness. The aim of the present article is to argue for and describe the building of a Nordic Network for Patient Education and Learning. The article describes the Network and the activities, theoretical framework and ongoing research within the Network. If patients' voices are to be heard within healthcare settings, patient learning and patient education are of the utmost importance. Furthermore, it is essential to share experiences from the research we have conducted and are currently carrying out with nurses in Nordic countries as well as around the world.

Moving from theory to practice: experience of implementing a learning supporting model designed to increase patient involvement and autonomy in care

“…Evidence on patient education and learning is poor [16]. Our findings show a clear trend during the project; the participants stated that they developed competence in asking questions and capturing small situations to strengthen patients’ ability to be more involved in their care.…”

“…When patients were involved in the process, fatigue and general well-being were added as important outcomes [15]. Patients’ learning and education are important when developing a person-centered care approach that increases the patient’s ability to influence and participate, i.e., be involved in their own care [16]. In healthcare, the focus has long been on providing information and advice, not on supporting patients’ learning processes [17].…”

Experiences of specially trained personnel of group education for patients with type 2 diabetes—A lifeworld approach

“…A way of reflective learning as a person is transforming experiences to new knowledge and skills by thinking, doing and feeling (Jarvis, 2006). Genuine learning should be supported at an existential level and involves the patients' thoughts, feelings, actions and reflections of their experiences (Berglund, 2014;Johansson, Almerud Österberg, Leksell, & Berglund, 2015), which requires openness and support from the health professionals (Friberg et al, 2015). The support provided challenges and encourages the patients to reflect about their own goals, expectations and needs (Johansson, Almerud Österberg, Leksell, & Berglund, 2018) and leads to a greater understanding of the patients' life situation with the illness (Andersson et al, 2015).…”