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P113. The lived experience of attending a formal inflammatory bowel disease patient education programme. A phenomenological study

M. Sephton1, K. Kemp2, V. Ridgway3, 1University Hospital of South Manchester, Gastroenterology, Wythenshawe, Manchester, United Kingdom, 2University of Manchester, School of Nursing, Manchester, United Kingdom, 3University of Chester, Department of Health & Social Care, Chester, United Kingdom

Background

There is an abundance of literature, guidelines, standards and government white papers advocating the importance of providing high quality patient education within chronic long term conditions, including inflammatory bowel disease (IBD) [1]. It was these factors that acted as catalyst to the development and implementation of formal patient education programme within the northwest region of the UK. Yet little is known about the effect of providing disease related education within IBD [2]. This was the impetus for undertaking this research study.

Methods

The data within this study was obtained through eight semi-structured qualitative interviews following the education programme. Purposive sampling was used to recruit the eight participants from the total of the 70 patients that attend the education programme (5 UC and 3 CD). All the interviews were digital recorded and transcribed. Interviews were 30 to 60 minutes in duration, with a mean of 42 minutes. Interpretative Phenomenological Analysis was used by two independent researchers to analyse the transcripts and agreed emerging themes.

Results

A global theme of ‘mastery’ was evident within the transcripts. This was underpinned with two core themes of enablement and cooperative learning. Within these two core themes a number of sub and basic themes were identified (see Figure 1). The participants described how they were at a certain point within their disease and were impelled to attend the education programme because they ‘wanted to understand’. The education programme ‘enabled’ the participants in a variety of ways; increased confidence, control, courage and power over their disease. An unexpected core theme of cooperative learning was identified, with participants describing the overwhelming benefit of interaction with other people who also had IBD.

Figure 1.

Conclusion

This is the first qualitative study to report on the effects of providing formal patient education within IBD. The results identify new and interesting areas that existing quantitative studies have failed to identify. Previous studies on patient education within IBD have reported little or no effect on quality of life (QOL). Demonstrating that QOL is difficult to measure and QOL scores are ineffective in measuring the effects of providing patient education within IBD. Further research is required to understand why certain patients made a conscious decision not to attend. Furthermore, to identify the effects and needs of providing education to family members.

1. IBD Standards Group, (2013), Quality Care; Service Standards for the healthcare of people who have Inflammatory Bowel Disease (IBD). 2013 Update, IBD Standards Group, www.ibdstandards.org.uk, 2013–10–30.

2. Moradkhani, Kerwin, Dudley-Brown & Tabibiab, (2011), Disease-specific knowledge, coping, and adherence in patients with inflammatory bowel disease, Digestive Disease and Sciences, 2972–2977, 56(10).