The purpose of this study was 1) to examine the significance of a patient’s active
or passive role in terms of his/her health management; 2) to determine if a relationship
exists between one’s active and passive scores and his/her self-directed learning
readiness, and 3) to identify if his/her view of one’s self as a patient (when diagnosed
with a chronic disease) impacted his/her own personal health management.
Utilizing the quantitative analysis of The Self-Directed Learning Readiness Scale
and the Vanderbilt Pain Management Inventory, 81 individuals’ descriptive statistics
were analyzed. Self-directed learning was found to positively influence an individual’s
ability to be an active patient. The moderated demographic characteristics of age,
ethnicity, education level, and gender did not have a direct relationship between selfdirected
learning readiness and active/passive coping groups. Further, it was established that the majority of the participants within the study,
83.75%, considered themselves an active patient managing their lupus diagnosis.
However, 16.25% of the participants did not believe that they were actively managing
their illness.
Self-directed learning characteristics were examined through the responses to an
open-ended question. The two most prevalent themes pertained to active coping and
control. Characteristics of self-directed learning readiness appeared predominant amongst
the responses, particularly goal-orientation and accepting responsibility for learning.
Minimal themes regarding planning and enjoying learning were provided within the data.
These characteristics were identified throughout the study in hopes of further
research and program implementations that will help to develop leadership abilities and
activity levels of self-health management in chronically ill patients. This will enable
lupus patients to have a more positive outcome, it will help them successfully manage
their own health, and it will improve their overall quality of life. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_33743 |
| Contributors | Brittain, Kristin (author), Bryan, Valerie (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 191 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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