000			02001cam a2200217 4500500
005			20250121135323.0
041			_afre
042			_adc
100	1	0	_aBalcou-Debussche, Maryvette _eauthor
245	0	0	_aTherapeutic education: Complex knowledge, educators, heterogeneous learners, and plural contexts
260			_c2012.
500			_a62
520			_aTherapeutic patient education questions the links between medical and the social sciences through epistemological, praxiological, and ethical issues. Its development in France and abroad invites us to consider the complexity of the particularities and variations of numerous contexts. The present contribution examines the theoretical foundations and conditions required for the development of integrative learning situations, which involve both persons with chronic diseases and educators who have benefited from diverse socializations. These learning situations have been worked out across three distinct stages: prerequisite analysis of specific knowledge at stake, and of learners’ representations, preceding the thorough design of procedures that can yield results with heterogeneous individuals from various cultural and social backgrounds. More than ten thousand people have benefited from these learning situations courses. Results underline the development of emerging social dynamics and organizations beyond the learning process. These analyses invite us to reflect on the social and contextual dimensions of learning, on access to knowledge for persons with chronic diseases, and opportunities to develop the approach by diverse educators and trainers from various areas.
690			_aheterogeneity
690			_aself-management
690			_alearning
690			_asocial context
690			_aeducation
786	0		_nRecherche en soins infirmiers | o 110 | 3 | 2012-09-01 | p. 45-59 | 0297-2964
856	4	1	_uhttps://shs.cairn.info/journal-recherche-en-soins-infirmiers-2012-3-page-45?lang=en&redirect-ssocas=7080
999			_c578131 _d578131