Item – Theses Canada

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OCLC number
1007592417
Link(s) to full text
LAC copy
LAC copy
Author
Montoya, Lorraine,1960-
Title
After cardiac rehabilitation : exploring lifestyle change as transformative learning.
Degree
M. Ad. Ed. -- St. Francis Xavier University, 2008
Publisher
Ottawa : Library and Archives Canada = Bibliothèque et Archives Canada, [2008]
Description
2 microfiches
Notes
Includes bibliographical references.
Abstract
Cardiovascular disease is the single greatest cause of death in Canada. Healthy lifestyle change is the cornerstone of treatment. In cardiac rehabilitation, theories of health behaviour inform interventions to promote uptake of lifestyle change. Although the science behind health behaviour theory is advancing, success in the area of maintenance of change remains elusive. The purpose of this study was to explore how the adult learning theory of transformative learning can inform health education strategies. The study focused on 13 individuals situated one year after their participation in a cardiac rehabilitation program. To identify their experience of healthy lifestyle change, a mixed methods approach was used whereby quantitative parameters informed selection and classification of participants and qualitative interviews generated the data. Participants who had maintained healthy changes and participants who had been unable to maintain healthy changes were recruited. The constructs of transformative learning theory focused the interview guide. Data analysis highlighted the main difference between both groups as being an engagement in trustful and collaborative reflective discourse. Participants who were able to maintain healthy changes described empowering interactions with both health care professionals and others that enabled them to clarify the meaning of their experience and enact positive and lasting changes. Participants who failed to maintain healthy lifestyle changes described anxious and disempowering interactions that impeded the development of trusting, collaborative relationships. Their subsequent actions were poorly developed and based on inaccurate understandings of their condition. Reflective discourse is a well-documented and critical element of meaningful adult learning. The results of this study highlight the need to create health education strategies that include this vital learning component.
ISBN
9780494376829
0494376821