Förbättrad prevention, vård och egenvård för fötter för personer med diabetes. Kristofer Björk
Kristofer Björk, Högskolan Väst, undersöker i sitt doktorandprojekt bl. a.
hur lärandeprocessen ser ut för personer med diabetes när det gäller att egenvårdar sina fötter.
• Vilka hinder upplever personerna?
• Vilket stöd finns från närstående och vård – och omsorg?
• Vad skulle kunna bli bättre?
• Hur ser lärandeprocessen ut?
I en nyligen publicerad artikel kan du läsa om resultaten från intervjustudien.
Insights Into Self-Care of Feet When Living With Diabetes: A Phenomenological Hermeneutic Interview Study.
• I korthet
Att lära sig egenvård av fötter vid diabetes är en gradvis process som påverkas av kroppsliga erfarenheter, relationer och tillgång till stöd. Lärandet utvecklads genom kontakt med vårdpersonal, stöd från närstående och egna erfarenheter över tid. Symtom från fötterna motiverar egenvård, och förståelsen för varför egenvård är viktig ökar motivationen. Att söka och värdera kunskap blir ett sätt att få kontroll och vara delaktig i vården.
• Slutsats
Lärande om fotegenvård är en pågående process som formas av erfarenheter, socialt stöd och eget ansvar – inte bara av information.
• Betydelse för vården
Vårdpersonal behöver ta tillvara patienters egna erfarenheter och främja dialog och gemensamt lärande för att stärka fotegenvård.
• Betydelse av studien
Studien visar att personer med diabetes lär sig fotegenvård genom erfarenheter, relationer och förståelse för egenvårdens betydelse.
Länk: https://onlinelibrary.wiley.com/doi/10.1111/jocn.70346
Läs till hela studien pdf open source
https://onlinelibrary.wiley.com/doi/10.1111/jocn.70346
Inskickat till redaktionen av Ulla Hellstrand Tang, ortopedöveringenjör, ortopedteknik, Sahlgrenska SU
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Nyhetsinfo
Journal of Clinical Nursing
EMPIRICAL RESEARCH QUALITATIVE
Open Access
Insights Into Self-Care of Feet When Living With Diabetes: A Phenomenological Hermeneutic Interview Study
Kristofer Björk, Henrik Eriksson, Ulla Hellstrand Tang, Susanne Andersson
ABSTRACT
Aim
To describe how persons with diabetes experience learning about self-care, with a particular focus on foot self-care.
Methods
Narrative, semi-structured interviews were conducted with persons diagnosed with Type 1 or Type 2 diabetes. Participants were recruited through an advertisement in a diabetes association magazine and through convenience and snowball sampling. Eleven participants aged 53–87 were interviewed between December 2024 and April 2025. Interviews were audio-recorded, transcribed verbatim and analysed using a phenomenological hermeneutic approach.
Results
Learning about foot self-care emerged as a gradual, lived process shaped by bodily experiences, social relationships and access to support. Three themes were identified: the social landscape of self-care, the being of the feet and taking knowledge into your own hands. Learning was influenced by encounters with healthcare professionals, informal support from relatives and personal experiences over time. Bodily symptoms acted as driving forces for learning and self-care actions. Understanding why self-care mattered was essential for motivation, while seeking and evaluating knowledge became a strategy for control and participation in care.
Conclusion
Learning about foot self-care among persons with diabetes is an embodied, relational and ongoing process. That develops through interaction among lived bodily experiences, social support and personal responsibility rather than through information alone.
Implications for the Profession and/or Patient Care
Healthcare professionals must integrate persons’ experience-based knowledge and support dialogue, reflection and shared learning to strengthen foot self-care practices.
Impact
The study addressed the limited understanding of how persons with diabetes learn foot self-care. The results showed that learning is shaped by lived experience, relationships and meaning-making. The findings are relevant for persons with diabetes and healthcare professionals involved in diabetes care.
Reporting Method
The study adhered to the COREQ criteria.
Patient or Public Contribution
No patient or public contribution.
What Does This Paper Contribute to the Wider Global Clinical Community?
It reframes foot self-care learning as an existential, lifeworld-oriented process rather than a series of clinical and technical routines.
It introduces phenomenological hermeneutics as a method for interpreting the essential meanings in individuals’ narratives, making it possible to reveal person-centred learning approaches.
It challenges narrow assumptions by showing that learning (of foot self-care) is shaped by bodily signals, social relationships and personal agency, which necessitates flexible, dialogical (learning) approaches beyond standardised (frameworks) of educational protocols.
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