Article

A major goal of treatment for people living with chronic illness or disability is
self-management leading to optimized health-related quality of life. This change
process has been described in the adult education literature as transformative
learning, while in health-related quality of life research, response shift has
emerged as a key concept. Response shift and transformative learning literature
were reviewed, and the theoretical frameworks of the 2 concepts were compared and
contrasted. Response shift is described as a change in internal standards,
values, or definition of a construct (eg, health-related quality of life) over
time, commonly seen in individuals with chronic illness.
In the context of
chronic illness, transformative learning is described as a complex process of
personal change including beliefs, feelings, knowledge, and values.
Transformative learning is often triggered by the diagnosis of a chronic illness.
This results in a critical reflection of taken-for-granted assumptions and leads
to new ways of thinking, influencing personal changes in daily living. Comparing
the models of response shift and transformative learning in chronic illness, the
catalyst in response shift appears comparable with the trigger in
transformational learning; mechanisms to process of changing; and perceived
quality of life to outcomes. Both transformative learning and response shift have
much to offer health care providers in understanding the learning process for the
person living with chronic illness or disability to optimize their quality of
life. Suggestions for future research in response shift and transformative
learning in individuals with chronic health conditions and disability are proposed.
CI - Copyright (c) 2012 American Congress of Rehabilitation Medicine. Published by
Elsevier Inc. All rights reserved.

Langue : ANGLAIS