RESEARCH ARTICLE
Pain Education in the Context of Non-Specific Low Back Pain: The Lived Experience of the Physiotherapist. An Interpretive Phenomenological Analysis
Josh Wellman,
Luke Murray,
Clair Hebron,
Pirjo Vuoskoski,
Corresponding Author
Josh Wellman
University of Brighton, United Kingdom of Great Britain, United Kingdom
Correspondence
Josh Wellman, University of Brighton United Kingdom of Great Britain, United Kingdom.
Email: joshwellman@live.co.uk
Search for more papers by this authorLuke Murray
University of Brighton, United Kingdom of Great Britain, United Kingdom
Search for more papers by this authorClair Hebron
University of Brighton, United Kingdom of Great Britain, United Kingdom
Search for more papers by this authorPirjo Vuoskoski
University of Brighton, United Kingdom of Great Britain, United Kingdom
Search for more papers by this authorJosh Wellman,
Luke Murray,
Clair Hebron,
Pirjo Vuoskoski,
Corresponding Author
Josh Wellman
University of Brighton, United Kingdom of Great Britain, United Kingdom
Correspondence
Josh Wellman, University of Brighton United Kingdom of Great Britain, United Kingdom.
Email: joshwellman@live.co.uk
Search for more papers by this authorLuke Murray
University of Brighton, United Kingdom of Great Britain, United Kingdom
Search for more papers by this authorClair Hebron
University of Brighton, United Kingdom of Great Britain, United Kingdom
Search for more papers by this authorPirjo Vuoskoski
University of Brighton, United Kingdom of Great Britain, United Kingdom
Search for more papers by this authorAbstract
Objectives
The aim of this study was to explore the physiotherapists' lived experiences of providing pain education (PE), to people living with non-specific low back pain (NSLBP). In previous studies, PE has been associated with positive clinical outcomes within the physiotherapeutic management of NSLBP. However, the meaning of providing PE, as experienced by physiotherapists, has not been specifically explored.
Methods
This study adopted a hermeneutic phenomenological approach to explore PE experiences. Six semi-structured interviews were conducted, interviews were transcribed and analysed in line with the ‘interpretative phenomenological analysis’ framework.
Results
Five main thematic meaning structures emerged: Experienced significance of assessment in understanding NSLBP, PE as explaining the nature of NSLBP, Experienced challenges in providing PE, individualisation as key to PE for NSLBP and Reassurance as central to PE for people living with NSLBP.
Conclusions
The significance of subjective assessment, was a key component of PE, as experienced by participants. However, differences were noted between participants in addressing the sense of assessment; in seeking a physiotherapeutic understanding of the NSLBP, and in seeking to understand the situation of those who are in pain. Within the participant experience, the significance of ‘patient’ reassurance was highlighted, related to the individualisation and outcome of PE. Reassurance, as described by participants, was emotive and practically grounded and linked with physical activity promotion. Individualisation in PE was meaningfully related to language modification and developing positive therapeutic relationships. Physiotherapists described PE particularly challenging related to pain chronicity and psychosocial factors, which may have significant implications to practice.
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