Hermeneutic analysis on the problem of doctor-patient communication from the perspective of health education： taking the prognosis of hepatitis B patients as an example
10.12026/j.issn.1001-8565.2024.03.03
- VernacularTitle:健康教育视域下医患沟通问题解释学分析
- Author:
Hongtao ZHENG
1
;
Wei WANG
2
;
Defei WANG
3
Author Information
1. Oncology Department of the First People’s Hospital of Yongkang， Yongkang 321300， China
2. The First People’s Hospital of Yongkang， Yongkang 321300， China
3. School of Marxism， Huzhou University， Huzhou 313000， China
- Publication Type:Journal Article
- Keywords:
philosophical hermeneutics;
health education;
fusion of horizons;
pre-structure of understanding;
embodied practice
- From:
Chinese Medical Ethics
2024;37(3):266-271
- CountryChina
- Language:Chinese
-
Abstract:
The uncertainty of prognosis for chronic diseases is a persistent problem in the medical community.Mechanical attribution such as questioning disease （stubbornness）， equipment （medical and nursing level）， and patients （low compliance）， it is believed that there is a bias in analyzing the deep causes of low compliance on prognosis after breakthrough progress in the treatment of this type of diseases.Taking hepatitis B patients from the perspective of hermeneutics as an example， this paper clarified the reasons for the non-identity of doctor-patient cognition on the problem of doctor-patient communication in health education.Meanwhile， it was found that there is a pre-structure of heterogeneous experience in the ontology of understanding between doctors and patients， which presents inherent limitations， openness， generativity， and external micro power penetration in their history of dialogue logic.Finally， epistemologically， this paper clarified the essence such as the history of identity effect was pointed by the reconstruction of heterogeneous “meaning ideals” of doctors and patients， the understanding of certainty and elimination of subjectivity was guided by meaning ideals under the fusion of horizons， as well as good personalized prognostic behavioral literacy was led by cultivations of embodied practice.
