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首页> 美国卫生研究院文献>International Journal of Qualitative Studies on Health and Well-being >Learning turning points—in life with long-term illness—visualized with the help of the life-world philosophy
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Learning turning points—in life with long-term illness—visualized with the help of the life-world philosophy

机译：在生活世界哲学的帮助下可视化学习转折点-在患有长期疾病的生活中

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A long-term illness is an occurrence that changes one's life and generates a need to learn how to live with it. This article is based on an empirical study of interviews on people living with different long-term illnesses. The results have shown that the learning process is a complex phenomenon interwoven with life as a whole. The essential meaning of learning to live with long-term illness concerns a movement toward a change of understanding of access to the world. In this movement, in which everyday lives as well as relationships with oneself and others are affected, a continual renegotiation is needed. Texts from existential/lifeworld philosopher, Heidegger and Gadamer, have been used to get a greater understanding of the empirical results. These texts have been analysed with particular focus on learning turning points and the importance of reflection. The results are highlighted under the following themes: Pursuit of balance—the aim of learning, The tense grip—the resistance to learning, To live more really—the possibilities of the learning, Distancing—the how of the learning, and The tense of the learning—the whole of the learning. In those learning turning points are present. Knowledge from this study has been used to make a didactic model designed to give caregivers a tool to support patients’ learning. The didactic model is called: The challenge to take charge of life with a long-term illness.
机译：长期疾病是指改变人的生活并需要学习如何生活的疾病。本文基于对不同长期疾病患者进行访谈的实证研究。结果表明，学习过程是与生活整体交织在一起的复杂现象。学习与长期疾病一起生活的本质意义在于朝着改变对进入世界的认识的方向运动。在这种运动中，日常生活以及与自己和他人的关系受到影响，因此需要进行持续的重新谈判。存在主义/生活世界哲学家海德格尔和伽达默尔的著作被用来更好地理解经验结果。对这些文本进行了分析，尤其侧重于学习转折点和反思的重要性。以下主题突出显示了结果：追求平衡-学习的目标；紧张的抓地力-学习的阻力；更真实的生活-学习的可能性；跳舞-学习的方式以及学习的时态学习—整个学习。在那些学习中，转折点存在。这项研究中的知识已被用于建立教学模型，旨在为护理人员提供支持患者学习的工具。这种教学模式被称为：应对长期疾病生活的挑战。

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