How does Osteoarthritis Education Influence Knowledge, Beliefs and Behavior in People with Knee and Hip Osteoarthritis? A Systematic Review

Behera, Naomi Simick; Duong, Vicky; Eyles, Jillian; Cui, Haoze; Gould, Daniel; Barton, Christian; Belton, Joletta; Hunter, David; Bunzli, Samantha

doi:10.1002/acr.25391

How does Osteoarthritis Education Influence Knowledge, Beliefs and Behavior in People with Knee and Hip Osteoarthritis? A Systematic Review

journal contribution

posted on 2024-11-21, 07:08 authored by Naomi Simick Behera, Vicky Duong, Jillian Eyles, Haoze Cui, Daniel Gould, Christian BartonChristian Barton, Joletta Belton, David Hunter, Samantha Bunzli

Objective: Our goal was to inform the design and implementation of osteoarthritis (OA) education for people with knee and hip OA. This review investigated the impact of OA education on knowledge, beliefs, and behavior and how and why these changes occur.

Methods: Five databases—MEDLINE, Excerpta Medica Database (Embase), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus, Physiotherapy Evidence Database (PEDro)—were searched in August 2023. Eligible studies were quantitative, qualitative, and mixed-methods, involving OA education interventions and assessing knowledge, beliefs, and/or behavioral outcomes. An interpretivist analytic process guided data evaluation, synthesis, and description of meta-themes.

Results: Ninety-eight studies were included (80 quantitative, 12 qualitative, 6 mixed-methods). OA education was heterogeneous in content and delivery. Outcome measures varied, with poor distinction among knowledge, beliefs, and behavior constructs. Trends toward short-term knowledge improvement were observed, but there were no clear trends in beliefs or behavior change. Intrinsic factors (eg, pre-existing beliefs) and extrinsic factors (eg, socioeconomic factors) appeared to influence change. Three meta-themes described how and why changes may occur: (i) engagement: how individuals relate with education content and delivery; (ii) embodiment: the role of experiential factors in learning, and (iii) empowerment: the level of agency education generates.

Conclusion: Beyond the provision of information and instruction, OA education is a complex, relational process influenced by multidimensional factors. This review identifies potentially important strategies at individual, interpersonal, and community levels to support the design and delivery of engaging education that promotes holistic, embodied learning and facilitates meaningful, empowering change. (Figure presented.).

History

Publication Date

2024-11-01

Journal

Arthritis Care and Research

Volume

76

Issue

11

Pagination

21p. (p. 1511-1531)

Publisher

Wiley

ISSN

2151-464X

Rights Statement

© 2024 The Author(s). Arthritis Care & Research published by Wiley Periodicals LLC on behalf of American College of Rheumatology. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.