How Does Osteoarthritis Education Influence Knowledge, Beliefs, and Behavior in People With Knee and Hip Osteoarthritis? A Systematic Review.

Autor: Simick Behera N; University of Sydney, Sydney, New South Wales, Australia., Duong V; Kolling Institute and University of Sydney, Sydney, New South Wales, Australia., Eyles J; Kolling Institute and University of Sydney, Sydney, New South Wales, Australia., Cui H; University of Melbourne, Melbourne, Victoria, Australia., Gould D; University of Melbourne and St Vincent's Hospital, Melbourne, Victoria, Australia., Barton C; La Trobe University, Melbourne, Victoria, Australia., Belton J; Patient Partner, Fraser, Colorado., Hunter D; Royal North Shore Hospital, Kolling Institute, and University of Sydney, Sydney, New South Wales, Australia., Bunzli S; Griffith University and Royal Brisbane and Women's Hospital, Brisbane, Queensland, Australia.
Jazyk: angličtina
Zdroj: Arthritis care & research [Arthritis Care Res (Hoboken)] 2024 Nov; Vol. 76 (11), pp. 1511-1531. Date of Electronic Publication: 2024 Aug 08.
DOI: 10.1002/acr.25391
Abstrakt: Objective: Our goal was to inform the design and implementation of osteoarthritis (OA) education for people with knee and hip OA. This review investigated the impact of OA education on knowledge, beliefs, and behavior and how and why these changes occur.
Methods: Five databases-MEDLINE, Excerpta Medica Database (Embase), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus, Physiotherapy Evidence Database (PEDro)-were searched in August 2023. Eligible studies were quantitative, qualitative, and mixed-methods, involving OA education interventions and assessing knowledge, beliefs, and/or behavioral outcomes. An interpretivist analytic process guided data evaluation, synthesis, and description of meta-themes.
Results: Ninety-eight studies were included (80 quantitative, 12 qualitative, 6 mixed-methods). OA education was heterogeneous in content and delivery. Outcome measures varied, with poor distinction among knowledge, beliefs, and behavior constructs. Trends toward short-term knowledge improvement were observed, but there were no clear trends in beliefs or behavior change. Intrinsic factors (eg, pre-existing beliefs) and extrinsic factors (eg, socioeconomic factors) appeared to influence change. Three meta-themes described how and why changes may occur: (i) engagement: how individuals relate with education content and delivery; (ii) embodiment: the role of experiential factors in learning, and (iii) empowerment: the level of agency education generates.
Conclusion: Beyond the provision of information and instruction, OA education is a complex, relational process influenced by multidimensional factors. This review identifies potentially important strategies at individual, interpersonal, and community levels to support the design and delivery of engaging education that promotes holistic, embodied learning and facilitates meaningful, empowering change.
(© 2024 The Author(s). Arthritis Care & Research published by Wiley Periodicals LLC on behalf of American College of Rheumatology.)
Databáze: MEDLINE
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