摘要：The study aimed to develop a second-order theoretical analysis based on qualitative interviews exploring the experiences of persons with diabetes attending group-based diabetes education. Bruner’s cultural psychology and White and Epston’s narrative therapy provided a theoretical foundation for the analysis. The analysis indicated that telling and listening to stories from everyday life with diabetes in a peer group can assist participants in reinterpreting ways of living with diabetes. Sharing experiences with peers in group-based diabetes education seems to be supportive and useful when individuals are trying to find strategies to cope with diabetes in everyday life.
