Naomi Simick Behera, Vicky Duong, Jillian Eyles, Haoze Cui, Daniel Gould, Christian Barton, Joletta Belton, David Hunter, Samantha Bunzli
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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.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Beyond the provision of information and instruction, OA education is a complex, relational process influenced by multidimensional factors. 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引用次数: 0
摘要
目的：为了给针对膝关节和髋关节 OA 患者的骨关节炎（OA）教育的设计和实施提供信息，本综述调查了：i）OA 教育对知识、信念和行为的影响；ii）这些变化是如何发生的以及发生的原因：于 2023 年 8 月检索了五个数据库：MEDLINE、Excerpta Medica Database (Embase)、Cumulative Index to Nursing and Allied Health Literature (CINAHL)、Scopus、Physiotherapy Evidence Database (PEDro)。符合条件的研究包括定量、定性和混合方法，涉及 OA 教育干预，评估知识、信念和/或行为结果。结果：共纳入98项研究：结果：共纳入 98 项研究（80 项定量研究、12 项定性研究和 6 项混合方法研究）。OA 教育的内容和提供方式各不相同。结果衡量标准各不相同，知识、信念和行为建构之间区别不大。观察到短期知识提高的趋势，但在信念或行为改变方面没有明显的趋势。内在因素（如先前存在的信念）和外在因素（如社会经济因素）似乎影响着变化。三个元主题描述了变化发生的方式和原因：i) 参与--个人如何与教育内容和教育方式建立联系；ii) 体现--体验因素在学习中的作用；iii) 赋权--教育产生的代理程度：结论：除了提供信息和指导之外，OA 教育还是一个复杂的、受多维因素影响的关系过程。本综述确定了个人、人际和社区层面的潜在重要策略，以支持设计和提供有吸引力的教育，促进全面的、体现性的学习，并推动有意义的、增强能力的变革。
How Does Osteoarthritis Education Influence Knowledge, Beliefs, and Behavior in People With Knee and Hip Osteoarthritis? A Systematic Review
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.
期刊介绍：
Arthritis Care & Research, an official journal of the American College of Rheumatology and the Association of Rheumatology Health Professionals (a division of the College), is a peer-reviewed publication that publishes original research, review articles, and editorials that promote excellence in the clinical practice of rheumatology. Relevant to the care of individuals with rheumatic diseases, major topics are evidence-based practice studies, clinical problems, practice guidelines, educational, social, and public health issues, health economics, health care policy, and future trends in rheumatology practice.
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