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

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