The impact of class position on women's experience of receiving health education information whilst in hospital

Abstract

Objective To explore the impact of class position on women's experience of receiving health education information whilst in hospital for elective surgery. Design A qualitative methodology taking a feminist standpoint. Setting Gynaecological units of three hospitals in divergent locations. Method In-depth interviews with a quota sample of 36 women who had undergone hysterectomy, drawn in equal numbers from each class position from three different centres. Results Emerging themes indicate that women from differing class backgrounds have varied informational needs. Working class women accepted a passive role as patients and were satisfied with minimal information. In contrast, middle class women expected to take an active role and expressed a desire for more information. Neither group of women were entirely satisfied with the information provided for recovery. Conclusion Women have demonstrated they are not a homogeneous group and have different informational needs. Health educators need to take a more differentiated approach, beginning with taking felt needs into account. Patient empowerment also needs to be addressed, as the notion of a free choice may be curtailed by unequal power relationships between patients and health professionals. Patient education should be viewed by both nurses and doctors as a necessity rather than a luxury.