Entering Aesthetic Concept Into the Field of Patient Education: A Protocol for an Interdisciplinary Study to Develop a Conceptual Model Publisher



Khooshab E¹ ; Rakhshan M² ; Khorasani P³ Show Affiliations
Source: Journal of Education and Health Promotion Published:2023

Abstract

BACKGROUND: According to the significance of patient education, new conceptual models are constantly required to promote pedagogical competences of health educators. In the field of educational sciences, aesthetic-based education is known as one of the effective types of curriculum planning which has shown many positive pedagogical outcomes. Thus, the researcher's assumption is that, the concept of 'aesthetic education' could be transposed from educational sciences to health sciences in order to develop a new formula in the patient education process. The purpose of this study is to explain methods in detail, to develop an aesthetic-based patient education conceptual model through the concept derivation strategy. MATERIALS AND METHODS: 1. Scoping review and inductive data analysis using Walker and Avant's approach to achieve conceptual categories of the concept 'aesthetic education.' 2. Semi-structured qualitative interviews and directed content analysis to extract the main categories of the concept 'aesthetics in the patient education process.' 3. Drawing an aesthetic-based patient education conceptual model by allocating new conceptual components to each general step of the patient education process, including needs assessment, goal setting, implementation, and evaluation. 4. Modified Delphi technique to validate the final conceptual model. RESULTS: The first phase will represent the main categories and subcategories of attributes, antecedents, and consequences of 'aesthetic education.' The second phase will show the main categories and subcategories of attributes, antecedents, and consequences of the new concept named 'aesthetic-based patient education.' In the third phase, it is expected to achieve a new conceptual model representing the components of aesthetics in the general steps of the patient education process. The fourth phase will propose the final validated conceptual model. CONCLUSIONS: The provided study protocol can be a road map to developing derivative models through concept derivation strategy in health sciences. © 2023 Wolters Kluwer Medknow Publications. All rights reserved.