Effects of a self‐care promoting problem‐based learning programme in people with rheumatic diseases: a randomized controlled study

Abstract

Aim To evaluate the effects of a self‐care promoting problem‐based learning programme for people with rheumatic diseases in terms of health‐related quality of life, empowerment, and self‐care ability. Background Individuals with rheumatoid arthritis express a great need for education and support in adapting to the disease, but the average qualities of studies about patient education interventions are not high. There is no evidence of long‐term benefits of patient education. Design Randomized controlled trial. Methods A randomized controlled design was selected with test at baseline, 1‐week and 6‐month post‐interventions after completed the 1‐year programme. The tests consisted of validity and reliability tested instruments. The participants were randomly assigned in spring 2009 to either the experimental group (n = 54) or the control group (n = 148). The programme was running alongside the standard care the participants received at a rheumatology unit. Parametric and non‐parametric tests were used in the analyses. Results The participants in the experimental group had statistically significant stronger empowerment after participation in the self‐care promoting problem‐based learning programme compared with the control group, at the 6‐month post‐intervention. Approximately, two‐thirds of the participants in the experimental group stated that they had implemented lifestyle changes due to the programme. Conclusion The self‐care promoting problem‐based learning programme enabled people with rheumatic diseases to improve their empowerment compared with the control group. It is important to continue to develop problem‐based learning in patient education to find the very best way to use this pedagogical method in rheumatology care.

Étude contrôlée du rôle d’une éducation thérapeutique personnalisée pour les patients suivis pour une polyarthrite rhumatoïde

“…Enfin, certaines études comparent des méthodes d'éducation thérapeutiques entre elles [34][35][36][37][38][39][40][41][42]. Nous avons analysé et retenu les 18 études de la littérature ayant évalué l'ETP dans la PR comparativement à un groupe contrôle (Tableau 5) [18][19][20][21][22][24][25][26][27][28][29][30][31][32][33][43][44][45][46][47]. Elles sont extrême-ment hétérogènes.…”

“…Elles sont extrême-ment hétérogènes. Deux études ont opté pour un simple livret d'information comme groupe témoin [24,46] et 2 études ont associé des rhumatismes psoriasiques et des arthroses [33][34][35][36][37][38][39][40][41][42][43][44][45][46]. L'ETP avait pour but le plus souvent de susciter des aptitudes à l'autosoin [32][33][34]43], mais parfois l'éducation portait sur des aspects spécifiques (facteurs de risque cardiovasculaires [23], pharmacologie [19], ergothérapie [22], exercice [20,21]).…”

“…Deux études ont opté pour un simple livret d'information comme groupe témoin [24,46] et 2 études ont associé des rhumatismes psoriasiques et des arthroses [33][34][35][36][37][38][39][40][41][42][43][44][45][46]. L'ETP avait pour but le plus souvent de susciter des aptitudes à l'autosoin [32][33][34]43], mais parfois l'éducation portait sur des aspects spécifiques (facteurs de risque cardiovasculaires [23], pharmacologie [19], ergothérapie [22], exercice [20,21]). Les objectifs principaux étaient également très variables d'une étude à l'autre, prenant en compte soit la qualité de vie globale [19,44,46], soit des questionnaires de connaissances [24,[26][27][28], soit des paramètres spécifiques (VO 2 [20], force d'agrippement [21,22], score de Larsen radiographique [18], adhésion au traitement [29,30].…”

Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles

“…Thus, the method aims at facilitating the participants' problem-solving process by identifying a lack of knowledge and healthy lifestyles in order to make changes. It is also a method in which health care professionals collaborate with participants as tutors, not as instructors (Arvidsson et al 2012).…”

Perspectives on living with coeliac disease in remission : Daily life experiences, symptoms and well-being

“…Small groups promote opportunities for the participants to exchange personal experiences and knowledge in relation to the problem to be solved, and this facilitates the problem-solving process [101]. Using the problem-solving process, gaps in knowledge and lifestyle can be identified, leading to a change [103]. The PBL approach strives to promote independence, functional knowledge, critical thinking and lifelong learning [101].…”