People with long-term health conditions need strong self-care. It’s a big help when medical students encourage them and teach them what to do but we have seen others who do not help yet. Health professionals learn how to do this in medical school. This study tested people training to be nurses and physios.  Special questionnaires help researchers to divide these people into groups. These groups were called: motivating, active, undifferentiated, demotivating, and inactive based on their methods of interacting with patients in the future.

    It found it was rare that only 16 percent of students were consistently motivating for people. Then 22 percent of students were the ones who were generally active in support patient self-care.  These groups had a lot of confidence in their patients and in themselves.

    29 percent of students seemed undifferentiated, without a specific pattern to motivate. This was followed by 17 percent who actively tried to demotivate chronic patients. The last 17 percent tended to do nothing. It was found out fewer boys encouraged patients, and most students try to demotivate patients were boys.

    People training to be nurses were less likely to be in the "active profile" and generally were encouragement men were more likely be in motivational group

    Researchers tested whether these groups differed. The results were in line with the theory that students who had higher self-confidence in self-care were better and vice versa. It is very important for health training to focus on these students' beliefs and their confidence in supporting patients' self-care. So the future is bright for young people getting into healthcare. The way they learn this subjects can help future healthcare practicing to improve.

        According to the Self-Determination Theory, encouraging support can have a big effect on how patients handle chronic illnesses. We all know self-management is important in everyday life. Researchers had an important question: Can we learn to be helpful and positive with people with chronic illness or does it just happen or just not happen?

These findings offer a clear conclusion. Medical educators should focus on fostering beliefs in students, which value self-management support. Helping students building their skills of confidence to be supportive will be a big boost.

Why Health Students Help or Hinder Chronic Disease Self-Management

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