“The Health Education Juggler” : Development of a model describing educator roles in participatory, group-based patient education

Abstract

Purpose

The purpose of this paper is to explore educator competencies and roles needed to perform participatory patient education, and develop a comprehensive model describing this.

Design/methodology/approach

Data collection in the qualitative study proceeded through two phases. In the first phase, 28 educators were involved in exploring educator competencies needed to perform participatory, group-based patient education. The paper used qualitative methods: dialogue workshops, interviews and observations. In the second phase, 310 educators were involved in saturating and validating the insights from phase one using workshop techniques such as brainstorming, reflection exercises and the story-dialogue method. A grounded theory approach was used to analyse data.

Findings

A model called “The Health Education Juggler” was developed comprising four educator roles necessary to perform participatory patient education: the Embracer, the Facilitator, the Translator and the Initiator. The validity of the model was confirmed in phase two by educators and showed fit, grab, relevance, workability and modifiability.

Practical implications

The model provides a tool that can be used to support the focus on “juggling” skills in educators: the switching between different educator roles when performing participatory, group-based patient education. The model is useful as an analytical tool for reflection and supervision, as well as for observation and evaluation of participatory, group-based patient education.

Originality/value

The study proposes a comprehensive model consisting of four equally important roles for educators performing participatory, group-based patient education.

Citation

Engelund, G., Møller Hansen, U. and Willaing, I. (2014), "“The Health Education Juggler” : Development of a model describing educator roles in participatory, group-based patient education", Health Education, Vol. 114 No. 5, pp. 398-412. https://doi.org/10.1108/HE-09-2013-0052