Biopsychosocial implications of living with multiple sclerosis: a qualitative study using interpretative phenomenological analysis

Article


Kassie, S., Alia, J. and Hyland, L. 2021. Biopsychosocial implications of living with multiple sclerosis: a qualitative study using interpretative phenomenological analysis. BMJ Open. 11 (8), pp. 1-10. https://doi.org/10.1136/bmjopen-2021-049041
TypeArticle
TitleBiopsychosocial implications of living with multiple sclerosis: a qualitative study using interpretative phenomenological analysis
AuthorsKassie, S., Alia, J. and Hyland, L.
Abstract

Background: Multiple sclerosis (MS) is estimated to affect 2.8 million people worldwide, with increasing prevalence in all world regions (Walton et al). While there is no cure for MS, medication and lifestyle modifications can slow disease progression and enhance patients’ quality of life. The biopsychosocial model of health recognises important interactions among biological, psychological and social factors in illness, including those relating to illness management, which contribute to the experience of those diagnosed with MS. Objective: This qualitative, idiographic study aimed to explore the lived experiences of patients in the United Arab Emirates (UAE) diagnosed with S. Methods: Semistructured interviews were conducted with a purposive sample of eight patients with MS ranging in age from 25 to 56 years. All participants were residing in the UAE at the time of data collection. Interpretative phenomenological analysis was used to analyse the data. Results: Three superordinate themes were identified from patients’ candid accounts of their lives with MS, highlighting issues of illness management, acceptance and gratitude, and adaptive coping. These themes broadly illustrate biological, psychological and social aspects of patients’ MS experiences. Conclusion: The study emphasised the importance of adopting the biopsychosocial model to treat and manage MS. Additionally, it highlights the need for routine assessment and early, multidimensional approach with multidisciplinary team efforts to improve patients’ quality of life.

Keywordsmultiple sclerosis; qualitative research; health services administration & management; neurology; psychiatry
PublisherBMJ Publishing Group
JournalBMJ Open
ISSN2044-6055
Electronic2044-6055
Publication dates
Online16 Aug 2021
Print17 Aug 2021
Publication process dates
Deposited20 Aug 2021
Accepted08 Aug 2021
Output statusPublished
Publisher's version
License
Copyright Statement

© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/
This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.

Digital Object Identifier (DOI)https://doi.org/10.1136/bmjopen-2021-049041
Scopus EID2-s2.0-85113409422
Web of Science identifierWOS:000686260400026
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/8975w

Download files

  • 65
    total views
  • 39
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Wellness predictors of achievement
Hyland, L., Balasubramanian, S., Abonil, M. and Kyriazi, T. 2022. Wellness predictors of achievement. 6th International Conference on Emerging Research Paradigms in Business and Social Sciences. Online - Virtual conference 24 - 26 Feb 2022
Empowering students: a success story of developing student research culture in higher education
Hussain, F., Kyriazi, T., Kashi, A., Hyland, L. and Demitriou, D. 2022. Empowering students: a success story of developing student research culture in higher education. Connect UR Council of Undergraduate Research. Washington DC, USA
A personal journey of studying positive psychology: reflections of undergraduate students in the United Arab Emirates
Shrivastava, A., Azhar, H. and Hyland, L. 2022. A personal journey of studying positive psychology: reflections of undergraduate students in the United Arab Emirates. Teaching of Psychology. https://doi.org/10.1177/00986283221106689
Paradigms lost and gained: stakeholder experiences of crisis distance learning during the Covid-19 pandemic
Epps, A., Brown, M., Nijjar, B. and Hyland, L. 2021. Paradigms lost and gained: stakeholder experiences of crisis distance learning during the Covid-19 pandemic. Journal of Digital Learning in Teacher Education. 37 (3), pp. 167-182. https://doi.org/10.1080/21532974.2021.1929587
My grade, my right: linking academic entitlement to academic performance
Bertl, B., Andrzejewski, D., Hyland, L., Shrivastava, A., Russell, D. and Pietschnig, J. 2019. My grade, my right: linking academic entitlement to academic performance. Social Psychology of Education. 22 (4), pp. 775-793. https://doi.org/10.1007/s11218-019-09509-2
Tourist perceptions of Dubai and Expo2020
Gomba, C., Hyland, L. and Paris, C. 2018. Tourist perceptions of Dubai and Expo2020. e-Review of Tourism Research (eRTR). 15 (4/5), pp. 385-403.
Undergraduate students' attitudes towards research: lessons from an international branch campus in the UAE
Hussain, F., Kyriazi, T. and Hyland, L. 2018. Undergraduate students' attitudes towards research: lessons from an international branch campus in the UAE. International Journal of Teaching and Case Studies. 9 (4), pp. 382-395. https://doi.org/10.1504/IJTCS.2018.095918
The effects of immigration and media influence on body image among Pakistani men
Saghir, S. and Hyland, L. 2017. The effects of immigration and media influence on body image among Pakistani men. American Journal of Men's Health. 11 (4), pp. 930-940. https://doi.org/10.1177/1557988317698627
A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools
Leckey, Y., Hyland, L., Hickey, G., Lodge, A., Kelly, P., Bywater, T., Comiskey, C., Donnelly, M. and McGilloway, S. 2016. A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools. Irish Educational Studies. 35 (1), pp. 35-55. https://doi.org/10.1080/03323315.2016.1147974
Exploring the effects of a universal classroom management training programme on teacher and child behaviour: a group randomised controlled trial and cost analysis
Hickey, G., McGilloway, S., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., Comiskey, C., Lodge, A., Donnelly, M. and O’Neill, D. 2015. Exploring the effects of a universal classroom management training programme on teacher and child behaviour: a group randomised controlled trial and cost analysis. Journal of Early Childhood Research. 15 (2), pp. 174-194. https://doi.org/10.1177/1476718x15579747
Attitudes towards mental illnesses: effects of labels and associations with materialism
Azhar, H., Kausar, M., Perera, A., Siddiqua, A., Ferreira, N., Hyland, L. and Pietschnig, J. 2015. Attitudes towards mental illnesses: effects of labels and associations with materialism. Gulf Medical Journal. 4 (1), pp. 32-38.
The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes
Hyland, L. 2014. The Incredible Years Teacher Classroom Management Programme in Ireland: A process evaluation and observational assessment of teacher-pupil outcomes. PhD thesis Maynooth University (National University of Ireland) Psychology
Conduct problems in young, school-going children in Ireland: prevalence and teacher response
Hyland, L., NiMhaille, G., Lodge, A. and McGilloway, S. 2013. Conduct problems in young, school-going children in Ireland: prevalence and teacher response. School Psychology International. 35 (5), pp. 516-529. https://doi.org/10.1177/0143034313515984
Long-term outcomes of the incredible years parent and teacher classroom management training programmes
McGilloway, S., NiMhaille, G., Furlong, M., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., Comiskey, C., Lodge, A., O'Neill, D. and Donnelly, M. 2012. Long-term outcomes of the incredible years parent and teacher classroom management training programmes. Dublin, Ireland Archways.