Abstract This master thesis examines which perspectives of change occur in a group-based patient education to subjects with type 2 diabetes and which positioning possibilities, conditions and options these perspectives generate for the subject. The field of research is based on four qualitative interviews with five subjects participating in a group-based patient education in a municipal health centre; four of which have type 2 diabetes and one relative. Additionally, the field of research is based on two expert interviews with healthcare personnel teaching at the patient education. Furthermore, the field of research is based on a focus group interview with the five above-mentioned subjects and three healthcare personnel from the healthcare centre. The scientific theory and theoretical framework of the master thesis is poststruc-turalism. To provide a more varied understanding of important terms of poststructuralism, I have drawn on several theoretical perspectives from theorists such as; Foucault, Dahlager, Holen, Davies & Harré and Berger & Luckmann. The first analysis shows that the healthcare personnel’s perspectives of change derive from the ne-oliberal and the biomedical rationale. The institutional setting is also rooted in these rationales which influence how patient involvement is being carried out in practice. Especially one subject problema-tizes the healthcare personnel´s perspectives of change. The analysis furthermore shows that diabetes complications are used as a technology of power to govern the subjects towards a change. The second analysis shows that knowledge which is not translated into practice generates conditions for a certain subject, which means that the healthcare personnel overlook the opportunity to engage in a dialogue with him. At the patient education the word expert is seeked internalised in the subjects. However, it is the healthcare personnel that can give instructions as experts. The analysis further-more shows that there are placed demands on the subjects to take responsibility for their own disea-se in certain ways, and therefore the responsibility can also be taken in the wrong ways. The subjects that internalise the responsibility for their own disease are acknowledged and reinforced in this position which generates opportunities for them. One subject who does not comply with the healthcare personnel´s instructions is being positioned – not only by the healthcare personnel but also by other subjects in the group-based patient education – as a non-active subject. Finally, the analysis shows that the subjects are unclear on where the responsibility for their disease should be placed, and this creates uncertainty and confusion.
|Uddannelser||Sundhedsfremme og Sundhedsstrategier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||28 sep. 2014|
|Vejledere||Birgitta Nordenhof Larsen|
- Group-based patient education, Poststructuralism, Health Centre,Perspectives of change, Subjects and Healthcare personnel