More than half of the Spanish population over the age of 15 had a diagnosis of a chronic condition in 2020, and these numbers are increasing. Is this a coincidence?
We live in an increasingly long-lived society, meaning the population is becoming more aged, and chronic conditions, among other factors, come along this aging. Since the mid-20th century, the most prevalent diseases have increasingly included chronic conditions such as cancer, diabetes, and various cardiovascular and respiratory diseases. Chronic conditions are becoming more common, often accompanying individuals for long periods and significantly impacting their health and quality of life (González-Martín AM, et al. 2023). This underscores the importance of how individuals, alongside the healthcare system, manage these conditions. Does the same condition have the same impact on the quality of life for different people?
Let’s consider two individuals with the same injury, such as a hand and finger fracture. The first individual is a professional violinist, whose career, social circle, life project, and economic livelihood are dependent on the functionality and precision of their hand. The second person has a completely different context, where their life does not demand such high manual function and precision. Two people, the same injury, and as one might assume, probably completely different outcomes. Therefore, the answer is no: the impact will depend not only on the injury but also on what it means in the life of each person.
Thus, in response to the same event, each person has a different cognitive, emotional, and consequently behavioral response, resulting in a completely diverse outcome. This variety of responses ultimately depends on who the person is, what they have experienced and learned throughout their life, and the context surrounding them (Ellis A. 1991).
Therapeutic education is a valuable tool used by healthcare professionals to help individuals better manage chronic conditions, aiming to minimize the impact of a pathology on their lives and maximize their quality of life. When facing an illness, people often experience recurrent uncertainty, catastrophic thinking, rumination, and the emergence of distorted beliefs that do not accurately reflect reality, leading to emotional and behavioral responses.
The goal of education is to intervene at the cognitive level, breaking myths and re-educating based on current scientific evidence. It aims to provide accurate, accessible, and personalized information, helping to shift catastrophic thoughts about the illness towards more realistic and proportional alternatives. Additionally, education seeks to help individuals gain self-awareness, set achievable goals, and create an action plan tailored to their abilities, needs, and preferences. Ultimately, it empowers them to manage their situation more effectively, fostering autonomy (Yao L, et al. 2023; WHO for the E. M. Health Education. 2012; Przybylska D, et al. 2014).
In essence, life is like a card game. The hand we are dealt is beyond our control, but we have the power to decide how to play our cards to achieve the best possible outcomes. As Nelson Mandela said, “Education is the most powerful weapon you can use to change the world.” Educating and empowering an individual allows them to make informed decisions, reach their highest level of independence, and ultimately, change THEIR world.
References
- González-Martín AM, Aguilera-García I, Castellote-Caballero Y, Rivas-Campo Y, Bernal-Suárez A, Aibar-Almazán A. Effectiveness of Therapeutic Education in Patients with Cancer Pain: Systematic Review and Meta-Analysis. Cancers (Basel) [Internet]. 2023 Aug 16;15(16):4123. Available from: https://www.mdpi.com/2072-6694/15/16/4123
- Ellis A. The revised ABC’s of rational-emotive therapy (RET). J Ration Cogn Ther [Internet]. 1991;9(3):139–72. Available from: http://link.springer.com/10.1007/BF01061227
- Yao L, Kabir R. Person-Centered Therapy (Rogerian Therapy) [Internet]. StatPearls, editor. 2023. Available from: https://www.ncbi.nlm.nih.gov/books/NBK589708/
- (WHO), W. H. O. R. O. for the E. M. Health Education: Theoretical Concepts, Effective Strategies and Core Competencies. Cairo: Regional Office for the Eastern Mediterranean (2012).
- Przybylska D, Borzęcki A, Drop B, Przybylski P, Drop K. Health education as an important tool in the healthcare system. Zdrow Publiczne. (2014) 124:145–7. doi: 10.2478/pjph-2014-0032
