Learning turning points—in life with long-term illness—visualized with the help of the life-world philosophy

Abstract

A long-term illness is an occurrence that changes one's life and generates a need to learn how to live with it. This article is based on an empirical study of interviews on people living with different long-term illnesses. The results have shown that the learning process is a complex phenomenon interwoven with life as a whole. The essential meaning of learning to live with long-term illness concerns a movement toward a change of understanding of access to the world. In this movement, in which everyday lives as well as relationships with oneself and others are affected, a continual renegotiation is needed. Texts from existential/lifeworld philosopher, Heidegger and Gadamer, have been used to get a greater understanding of the empirical results. These texts have been analysed with particular focus on learning turning points and the importance of reflection. The results are highlighted under the following themes: Pursuit of balance—the aim of learning, The tense grip—the resistance to learning, To live more really—the possibilities of the learning, Distancing—the how of the learning, and The tense of the learning—the whole of the learning. In those learning turning points are present. Knowledge from this study has been used to make a didactic model designed to give caregivers a tool to support patients’ learning. The didactic model is called: The challenge to take charge of life with a long-term illness.

Perspectives of individuals with diabetes on selfcare: contributions for assistance

“…Most lived with a partner (13); had monthly income of two minimum wages (10); diagnosis of DM2 for more than 10 years (11), and used oral medication only (14). The other four used combination therapy, namely insulin and oral medication.…”

“…14 In the planning of care for the individual with DM2, a review study points out the importance of considering, in addition to clinical and biological questions, ways of stimulating the individual to participate in the decision-making process Diabetes and selfcare Teston EF, Sales CA, Marcon SS related to his own health. This is because the individual will better understand the possible damages and benefits of each action from the recognition of the options available within the real context of life.…”

Reflective STRENGTH-Giving Dialogue Developed to Support Older Adults in Learning to Live with Long-Term Pain: A Method and a Study Design

“…The findings by Gillsjö [5,30,31] can be integrated with the didactic model developed by Berglund [29,47,48] and deals with the challenges involved in taking charge of one's life in learning to live with longterm illness. The model is grounded in a life-world perspective with the emphasis on the human being's experience as the basis for caring and learning.…”

“…The model is grounded in a life-world perspective with the emphasis on the human being's experience as the basis for caring and learning. Berglund [29,47,48] stated the need of guidance and that the process of learning to live with long-term illness involves both coping and conscious reflection in everyday life. Learning to live with long-term illness is a complex phenomenon since it is incorporated in life as a whole and is therefore difficult to delineate from life itself.…”

“…The learning affects the whole person, the body, cognitive functions, emotions, practical matters and social life. Learning turning points [48] while living with long-term illness has its origin in philosophical texts [41,43] and empirical results [29]. These learning turning points constitute the basis for the didactic model: The challenge -to take control of one's life with long-term illness.…”