P a g e | 10 QUALITATIVE EVIDENCE SYNTHESIS IN PAIN FINDINGS: We identified 371 potential QES from 4 medical databases (Medline, Embase, Cinahl, Psychinfo). We removed 179 duplicates. We included 2 additional QES exploring healthcare professionals‟ experience of treating patients with chronic non-malignant pain [6] and prescribing opioids [7]. We considered the remaining 194 full text studies and removed 152 studies because they were not QES, they were out of scope, or we felt that the ideas were not fully developed [4, 8-158]. Of the studies we excluded, one combined the experience of chronic, acute, malignant and non-malignant [156]. The remaining 42 QES explored: chronic non-malignant pain (including fibromyalgia) [5, 159-170] rheumatoid arthritis [171-179] pelvic pain [180, 181] osteoarthritis [182-185] juvenile idiopathic arthritis [186] older people‟s experience of pain [187, 188] osteoporosis[189, 190] cancer pain and living with cancer after treatment [191, 192] Healthcare professionals‟ experience of treating people with chronic pain [6, 7, 193-196]. offspring‟s experience of living with a parent with chronic pain [197] In this report we aimed to present findings from these QES in a way that could engage diverse audiences with different experience and knowledge of qualitative research. A useful way to engage people in qualitative research finding is to: a. Identify the concepts within a qualitative study, and b. Rewrite these concepts as if spoken by a participant. For example, the finding „AVERSION TO BEING DIFFERENT‘ from a study exploring the experience of living with juvenile idiopathic arthritis [186] described how arthritis had a profound impact on a child‟s sense of normality. Children described how they „despised‟ feeling different and felt frustrated, fearful, and powerless. Rewritten as if spoken, became: “Arthritis makes me feel that I am no longer normal. I despise feeling different and feel frustrated, afraid and powerless” These first person statements can powerfully portray findings from QES in an accessible way for education. Appendices 2-10 present a summary of findings from the QES rewritten as if spoken that can be used in educational settings.
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