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Journal of Osteoporosis
Volume 2018, Article ID 9703602, 10 pages
Research Article

The Impact of Multifaceted Osteoporosis Group Education on Patients’ Decision-Making regarding Treatment Options and Lifestyle Changes

1Department of Endocrinology and Internal Medicine, Aarhus University Hospital, Tage-Hansen Gade 2, 8000 Aarhus C, Denmark
2Faculty of Health, Department of Public Health, Aarhus University, Building 1633, Høegh-Guldbergs Gade 6A, 8000 Aarhus C, Denmark
3Department of Culture and Society, Anthropology and Ethnography, Aarhus University, Mosegaard Alle 20, 8270 Højbjerg, Denmark
4Institute of Nursing, Metropolitan University College, Tagensvej 86, 2200 Copenhagen N, Denmark
5Department of Clinical Medicine, The Research Programme in Patient Involvement, Aarhus University, Norrebrogade 44, Building 12A, 8000 Aarhus, Denmark

Correspondence should be addressed to Annesofie L. Jensen;

Received 18 August 2017; Accepted 20 February 2018; Published 26 March 2018

Academic Editor: Richard Kremer

Copyright © 2018 Annesofie L. Jensen et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Introduction. Patients with chronic diseases like osteoporosis constantly have to make decisions related to their disease. Multifaceted osteoporosis group education (GE) may support patients’ decision-making. This study investigated multifaceted osteoporosis GE focusing on the impact of GE on patients’ decision-making related to treatment options and lifestyle. Material and Methods. An interpretive description design using ethnographic methods was utilized with 14 women and three men diagnosed with osteoporosis who attended multifaceted GE. Data consisted of participant observation during GE and individual interviews. Results. Attending GE had an impact on the patients’ decision-making in all educational themes. Patients decided on new ways to manage osteoporosis and made decisions regarding bone health and how to implement a lifestyle ensuring bone health. During GE, teachers and patients shared evidence-based knowledge and personal experiences and preferences, respectively, leading to a two-way exchange of information and deliberation about recommendations. Though teachers and patients explored the implications of the decisions and shared their preferences, teachers stressed that the patients ultimately had to make the decision. Teachers therefore refrained from participating in the final step of the decision-making process. Conclusion. Attending GE has an impact on the patients’ decision-making as it can initiate patient reflection and support decision-making.