Patients’ learning and understanding during their breast cancer trajectory

Abstract

ObjectiveTo explore how women learn and understand their disease, treatment, care, and life-situation during a breast cancer trajectory. MethodSemi-structured individual interviews were performed with 16 women suffering from breast cancer. Qualitative content analysis of data was performed. ResultsThree themes describe the women’s learning; Interacting with a diversity of information: women interact with a vast amount of information, including perceptions of bodily sensations and events. Concealed and expressed understandings: women interpret information that results in understanding which is either concealed or expressed. Struggling to understand and manage the new life situation: pre-understanding, driving forces to learn, contemplation and dialogue with healthcare staff influence the women’s learning. ConclusionsGeneral theories of learning are applicable to learning during a breast cancer trajectory. Significant features of learning during a life-threatening illness are strong personal drivers to understand and deal with all that occurs. Vulnerability remains a challenge in developing understanding as a cancer diagnosis infers uncertainty. Practical implicationsPatients need time to assimilate and process complex bodies of information in dialogue with health care staff. Patients’ understanding needs to be assessed and pedagogical competence in the interprofessional team is assumed to facilitate patients’ learning and participation in treatment and care.