摘要：Background:
The aim of this pilot study was to explore patient experiences of
meaningfulness and flow related to group based patient education in type 2
diabetes. Meaningfulness and flow are underexposed as psychological learning
concepts in patient education, and the ambition of this study was to
investigate the applicability of these concepts of positive psychological
theory in a patient education setting. Methods: This pilot study combines
participating observation of group based patient education and 8 qualitative
interviews with 4 patients with type 2 diabetes. Meaning condensation was used
as an analytical tool to identify themes. Preliminary results: When the teaching
activities were experienced as engaging for the patients and/or when they
stimulated flow, it was due to 1) the perceived relevance of the activities, 2)
the acquisition of new knowledge and 3) the feeling of importance in relation
to life with diabetes. However, patients only reported a few activities and
situations that indicated flow states. A sense of meaningfulness occurred when
the patients experienced a sense of community and connectedness, which they
obtained from being together with the other patients in the patient education
setting. Patients experienced that there was a clear, comprehensive and
structured plan for the education programme which was followed. This stimulated
their experiences of meaningfulness and flow.
