The overall objective of this thesis has been to research how to educate and teach people with type 2 diabetes as there is a lack of knowledge in this area on both international and national level. This study examines empowerment in education of people with diabetes 2 at Health Center Østerbro (HCØ). The empowerment approach applied is that of Bob Anderson and Martha Funnell, which compares the traditional model used in diabetes education with the empowerment model, and suggests how different components of the education must be shaped to fit in each of the models respectively. These components include: The understanding of the disease diabetes, the relation between educator and participant, purpose and goal of the education and also motivation of the participant. Focusing on those four aspects the study aims to analyze which aspects of the diabetes education at Health Center Østerbro that promote, and which that impede empowerment . Furthermore the study discusses how to comply with the challenges that arises when trying to promote empowerment. Material and methods Data was collected by observing four lessons in the diabetes education at HCØ. The approach used for these observations, were inspired by ethnographical fieldwork. In addition a semi-structured qualitative interview was made with one of the teachers. This data was analyzed by the use of a methodical approach inspired by interactionism and constructivism. The main focus in the analysis is therefore what was said, and how the participant and the educator establish understandings and positions with their dialogues. Findings The study found that it is ambiguous how health care professionals at HCØ put into words the disease diabetes, but mainly they talk on the assumption that diabetes is a physical disease and tend to ignore the biopsychosocial consequences. That impedes empowerment. However, the physiological understanding can reduce the victim blaming aspect as it brings along an acceptance of the patient as being ill. Also, it is found that the educators have a tendency to put the consequences of diabetes into word in a way that seems to encourage worrying and anxiety. That also impedes empowerment. It seems that the educators try to create a relation between educator and participant based on shared expertise, which is important in promoting empowerment – however, this seems to be a challenge. A possible explanation for this challenge is given. It is found that the educator does not really make space for the participant to talk about own habits and challenges, but tend to focus on disease information. Also it is found that the purpose of the education is behavior changes more than it is enabling patients to make informed choices. Furthermore it is found that the behavior change of the participants is more externally than internally motivated. These three findings tend to impede empowerment. Suggestions for possible changes of the educational practice to make it comply with the challenges that arise when trying to promote empowerment, are discussed.
|Uddannelser||Sundhedsfremme og Sundhedsstrategier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||15 sep. 2009|
|Vejledere||Marie Baggøe Nielsen|
- health center