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Sammanfattning

Educational interventions are generally poorly described and the active elements underlying several successful interventions have insufficient descriptions. The aim of the present study was to analyse and discuss the theoretical principles according to which a standardised health education programme originating from a Norwegian Learning and Mastery Centre was performed, and how these principles influence practice at a local Learning and Mastery Centre. A descriptive embedded multiple-case study, with two cases and three defined units, was chosen for the analysis. Data consisted of observations, documents and relevant theoretical literature. The findings indicate that both cases were organised and practised in a scholastic way. The professionals paid little attention to the participants' beliefs and ideas as part of the learning process. Professional knowledge and user knowledge did not appear to be considered to be of equal value. The professionals did not stress reflection as a main prerequisite for learning, therefore participants' learning potential was not utilised. Attention must be paid to improving the professional's educational competence. The educational competence of the professionals should not only include educational techniques but also knowledge about how to facilitate learning processes and an understanding of the concept of health literacy. The theoretical foundations of the Learning and Mastery Centre, as well as its learning philosophy and approach must be stated more explicitly. To benefit from a Learning and Mastery course, the participants should have a minimum understanding about their medical conditions before attending the course, and the professionals should have knowledge about the participants' pre-knowledge. Published by arrangement with John Wiley & Sons.

MeSH