Abstract
Education and psychosocial support are essential components of pulmonary rehabilitation (PR). However, the delivery of education often follows a one-size-fits-all approach, with individual factors that influence learning rarely considered. Moreover, education-related outcomes are frequently overlooked in PR assessments, and inconsistent use of these outcomes has limited our understanding of the impact of education on people with chronic respiratory diseases. There is a clear need for practical guidance to identify key learning determinants and define which education-related outcomes in PR should be targeted to optimize the intervention and establish quality standards. Cognitive function, health literacy, psychological status, and social connection can impact an individual's ability to learn. Without proper consideration and assessment, these factors can otherwise become barriers to education and effective self-management. Education in PR should aim to a) improve individuals' knowledge, to foster informed and active participants; b) develop their skills, to enable autonomy and competence; and c) enhance their confidence, to apply this knowledge and skills in daily life. This review emphasizes the importance of person-centered education in PR, provides a framework for understanding which education-related outcomes to target, and highlights the need for future research to enhance this essential component.
Published Version
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