Experiences of patient education among people affected by cardiovascular disease: a qualitative study based on Andragogy model

Table 3 Categories and subcategories

categories (Principles of andragogy model)	subcategories
Need-to-know	● Usefulness and essentiality of education
	● PE as a complement to treatment
	● The necessity to inform patients about the usefulness of education
Learners’ self-concept	● Involvement of patients and attention and responsiveness to their questions
Learners’ self-concept	● Self-directedness (assigning learning responsibility to patients)
Learners’ prior experience	● Selecting teaching method based on learners’ conditions and preferences
	● Congruence of education with patients’ educational level, experiences, knowledge, and understanding
	● Considering patients’ differences in PE (cultural differences, type of disease, physical condition, and learning ability)
Readiness for learning	● Considering patients’ physical and mental readiness and preferences
	● Appropriateness of the time and place for education
	● Getting patients ready for education
Orientation to learning	● Applicability of education
Orientation to learning	● Practicability of education
Motivation for learning	● Adherence to education in order to protect and promote health
	● Feeling responsibility for self and family
	● Trust in education providers
	● Acquiring and imparting information
	● Personal characteristics
	● Understanding the applicability of education

Need-to-know: Adults need to know why they need to learn; Learners’ self-conception: adults want autonomy over what to learn, and they are self-directed learners; Learners’ prior experience: adults have experiences that can be a valuable resource in the process of learning; Readiness for learning: adults should be ready to learn; Orientation to learning: Adults’ orientation to learning is problem-centered; Motivation for learning: adults are primarily motivated to learn through internal motivations

ISSN: 1472-6963