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Learning to live beyond a heart even...

Wise, Margaret Elizabeth.

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Learning to live beyond a heart event: A case study of on-line learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning to live beyond a heart event: A case study of on-line learning./
作者:	Wise, Margaret Elizabeth.
面頁冊數:	292 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1302.
Contained By:	Dissertation Abstracts International62-04A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3012573
ISBN:	0493209654

Learning to live beyond a heart event: A case study of on-line learning.
Wise, Margaret Elizabeth.

Learning to live beyond a heart event: A case study of on-line learning. - 292 p.

Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1302.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.

<italic>Problem definition</italic>. Heart attacks account for the greatest number of deaths in the United States—about .5 million annually. A healthy lifestyle reduces risks of subsequent events, improves health and increases longevity, but most people do not sustain such lifestyle changes. Cardiac rehabilitation helps half of participants, however only half of eligible patients participate. Healthcare organizations are allocating greater resources for online patient education, but little is known about <italic>how</italic> people use, benefit, or integrate online learning into the whole illness experience. This study investigated how an online heart disease education program (CHESS) for lifestyle change fit into people's post-heart event learning.

ISBN: 0493209654Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Learning to live beyond a heart event: A case study of on-line learning.
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500 $a Supervisor: Alan Knox.
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520 $a <italic>Problem definition</italic>. Heart attacks account for the greatest number of deaths in the United States—about .5 million annually. A healthy lifestyle reduces risks of subsequent events, improves health and increases longevity, but most people do not sustain such lifestyle changes. Cardiac rehabilitation helps half of participants, however only half of eligible patients participate. Healthcare organizations are allocating greater resources for online patient education, but little is known about <italic>how</italic> people use, benefit, or integrate online learning into the whole illness experience. This study investigated how an online heart disease education program (CHESS) for lifestyle change fit into people's post-heart event learning.
520 $a <italic>Sample</italic>. 8 people from a six-month CHESS randomized study. 5 women, 3 men. Age: 39–74. Education: ≤8<super>th</super> grade-post-graduate. This self-selected, psychologically resilient sample had adopted lifestyle changes prior to joining the study—all former smokers had successfully for quit 8–24 months.
520 $a <italic>Methods</italic>. Interpretive case study with in-depth interviews analyzed with dimensional analysis (grounded theory variation); survey variables (demographics, psychological well-being, and instrumental spousal support); and automatically-collected CHESS usage data.
520 $a <italic>Findings</italic>. Post-heart event learning was a continuous process between changing thoughts and feelings about self priorities and death, and changing health behaviors. The degree of change was associated with relationships-as-purpose to live and the degree that the experience and potential consequences of the heart event were kept “fresh”. Learning pathways included self-monitoring/reflecting, gathering information, connecting with others, and taking control. People used CHESS for meaning making more than for changing their lifestyle (CHESS' focus). CHESS was most useful for connecting with other CHESS users and for using it with the family. Information gatherers were frustrated by the lack in-depth technical information about medications and treatments (not the focus of the program); tracking tools were useful. Limitations and implications of the study for further research and program development are discussed.
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