Forming a learning culture to promote fracture prevention activities

Abstract

Purpose

The purpose of this paper is to explore interprofessional experiences of incorporating fracture prevention activities in clinical practice inspired by an empowerment approach.

Design/methodology/approach

Data collection consisted primarily of focus groups interviews, systematized and analyzed by the grounded theory method. The study took place in a health‐care district in a county in Sweden and involved health professionals from primary health care and orthopaedic departments.

Findings

The findings generated the core category forming a learning culture in managing to incorporate fracture prevention activities in clinical practice. In this learning culture, new forms of interaction with patients were practised and the collaboration developed between multidisciplinary teams added meaning and triggered personal and collective learning in particular about the need for breaking professional patterns, creating more empowering meetings, making the preventive links visible and constructing a greater sense of prevention within the community.

Practical implications

The findings show that learning processes through patient‐centred interaction and face‐to face collaboration based on the professionals' own requests and experiences can be an important motivator to promote fracture prevention activities.

Originality/value

This study provides some interprofessional elements in achieving a learning culture concerning health education and fracture prevention.

Citation

Hjalmarson, H.V. and Strandmark K., M. (2012), "Forming a learning culture to promote fracture prevention activities", Health Education, Vol. 112 No. 5, pp. 421-435. https://doi.org/10.1108/09654281211253434