2.50
Hdl Handle:
http://hdl.handle.net/10755/157560
Type:
Presentation
Title:
Perceptions of Disease Control and Learning Orientation
Abstract:
Perceptions of Disease Control and Learning Orientation
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Molinari, Deana L., PhD, RN, CNE
P.I. Institution Name:Idaho State University, School of Nursing
Title:Associate Professor
Contact Address:921 South Eighth, Stop 8101, Pocatello, ID, 83209, USA
Contact Telephone:208-604-3152
Co-Authors:Deanna Dye, PhD, PT, Assistant Professor
Aims/Purpose: The purpose of the study was to analyze the influence of disease control perceptions on individuals' learning orientation (LO). Rationale: Patient educators desire a reliable method of diagnosing and treating patient education needs. Various mass communication technologies will enable treating people's educational needs if learning prescriptions can be developed. Learning prescriptions must consider a variety of patient characteristics such as perceptions of prognosis, disease control, stage of change and learning orientation. Many studies indicate that personalized education produces increased learning outcomes. Learning orientation is considered more influential than learning style when it comes to behavior change. Learning orientation considers the affective and social characteristics that control motivation, intention to learn, and control over learning. The learning orientation questionnaire quantifies environmental factors, types of instructional presentation, and levels of social interaction that support the learners' interests, values, and expectations. To date no application of learning orientation theory has been applied to patient education. The aim of this study was to measure learning orientation of patients and to compare orientations with perceptions of illness and disease control. The theoretical foundation was intentional learning orientation theory. An adaptation of the learning orientation questionnaire was developed and tested as part of a research trajectory to develop diagnostic learning systems that enable educators to "treat" health education needs. Methods: A convenience sample of new patients entering cardiac and balance rehabilitation clinics in Idaho and Colorado were given the health learning orientation questionnaire (HLOQ) with additional questions about illness and disease control perceptions  Both descriptive and comparative statistics were conducted. Results: Forty-one participants with a mean age of 65.6 years responded. Responses to the HLOQ were similar to results from the learning orientation questionnaire which is normally used in academic and business settings. Descriptive statistics indicate patients possess similar learning orientations to students and workers. Findings supports previous studies indicating the LOQ is suitable for all age groups. Increased perceptions of illness were associated with decreased levels of learning orientation. Significant HLOQ correlations were found with age (p= 0.03) and motivation (p=<0.01). Correlations were also found for beliefs that one can improve self care practices with perceptions of good prognosis and (p=0.02) and motivation to change (p=0.01). Conclusions/Implications: Understanding how to assess patient learning is foundational to tailored health education prescriptions. Tailored education is thought to be the best way to health healthy self-care practices. This tool in conjunction with health promotion theories like the Stages of Change can set the stage for mass customized learning prescriptions chronic disease patient education. Further testing with the stages of change model and experiments with face-to-face and online interventions is planned.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePerceptions of Disease Control and Learning Orientationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157560-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Perceptions of Disease Control and Learning Orientation</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Molinari, Deana L., PhD, RN, CNE</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Idaho State University, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">921 South Eighth, Stop 8101, Pocatello, ID, 83209, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">208-604-3152</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">molidean@isu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Deanna Dye, PhD, PT, Assistant Professor</td></tr><tr><td colspan="2" class="item-abstract">Aims/Purpose: The purpose of the study was to analyze the influence of disease control perceptions on individuals' learning orientation (LO). Rationale: Patient educators desire a reliable method of diagnosing and treating patient education needs. Various mass communication technologies will enable treating people's educational needs if learning prescriptions can be developed. Learning prescriptions must consider a variety of patient characteristics such as perceptions of prognosis, disease control, stage of change and learning orientation. Many studies indicate that personalized education produces increased learning outcomes. Learning orientation is considered more influential than learning style when it comes to behavior change. Learning orientation considers the affective and social characteristics that control motivation, intention to learn, and control over learning. The learning orientation questionnaire quantifies environmental factors, types of instructional presentation, and levels of social interaction that support the learners' interests, values, and expectations. To date no application of learning orientation theory has been applied to patient education. The aim of this study was to measure learning orientation of patients and to compare orientations with perceptions of illness and disease control. The theoretical foundation was intentional learning orientation theory. An adaptation of the learning orientation questionnaire was developed and tested as part of a research trajectory to develop diagnostic learning systems that enable educators to &quot;treat&quot; health education needs. Methods: A convenience sample of new patients entering cardiac and balance rehabilitation clinics in Idaho and Colorado were given the health learning orientation questionnaire (HLOQ) with additional questions about&nbsp;illness and disease control perceptions &nbsp;Both descriptive and comparative statistics were conducted. Results: Forty-one participants with a mean age of 65.6 years responded. Responses to the HLOQ were similar to results from the learning orientation questionnaire which is normally used in academic and business settings. Descriptive statistics indicate patients possess similar learning orientations to students and workers. Findings supports previous studies indicating the LOQ is suitable for all age groups. Increased perceptions of illness were associated with decreased levels of learning orientation. Significant HLOQ correlations were found with age (p= 0.03) and motivation (p=&lt;0.01). Correlations were also found for beliefs that one can improve self care practices with perceptions of good prognosis and (p=0.02) and motivation to change (p=0.01). Conclusions/Implications: Understanding how to assess patient learning is foundational to tailored health education prescriptions. Tailored education is thought to be the best way to health healthy self-care practices. This tool in conjunction with health promotion theories like the Stages of Change can set the stage for mass customized learning prescriptions chronic disease patient education. Further testing with the stages of change model and experiments with face-to-face and online interventions is planned.</td></tr></table>en_GB
dc.date.available2011-10-26T19:59:09Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:59:09Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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