Background: Osteoarthritis is prevalent in Aotearoa New Zealand (AoNZ), affecting 1 in 10 adults. However, people are not always equipped with the knowledge to self-manage their condition. Written resources can help to overcome this knowledge gap. Yet, existing educational resources can be fragmented, long-winded, not evidence-based, and lack cultural context.
Purpose: We aimed to co-design a short, evidence-based educational booklet for people with osteoarthritis in AoNZ.
Methods: We employed a co-design approach involving people with osteoarthritis and physiotherapists caring for them. We held a co-design workshop and online focus group, where an existing osteoarthritis guidebook was discussed to inform design and content preferences for the short booklet. Data was coded and analysed, and key recommendations were made. These recommendations informed the development of a prototype resource distributed to the participants for critical review. Participants provided written feedback on the prototype, which informed the refinement of the final resource.
Findings: Five key themes were constructed from the data: the importance of design, maintaining simplicity, portraying osteoarthritis as more than just a joint condition, collaboration with healthcare professionals and organisations, and patient empowerment. These themes guided the content selection and design of the prototype resource. Prototype feedback focused primarily on the language used and the accuracy of the information for the AoNZ context.
Conclusion: The findings informed practical recommendations to guide the development of a prototype booklet; further refinement led to a short, contextually relevant OA resource for AoNZ.
Impact: This short, co-designed, evidence-based booklet research will provide people with osteoarthritis in AoNZ with accessible information and self-management strategies. The free-to-use resource will be available via hospitals, health clinics, and Arthritis New Zealand's website. This has the potential to improve patient knowledge and outcomes.

Background
Low Back Pain (LBP) places a burden on individuals, whānau, and health care systems. Self-management of LBP is critical due to high recurrence rates, and persistent disability. Self-management includes the person’s decision-making ability, health behaviours, and knowing when and where to seek health care support, potentially reducing the burden on people with LBP and health care systems. Little is known about physiotherapists’ attitudes and beliefs towards supporting self-management with people with LBP.
Purpose
We explored New Zealand (NZ) physiotherapists’ knowledge of self-management concepts, including attitudes and beliefs about supporting self-management with people with LBP.
Methods
Interpretive Description involving semi-structured interviews conducted via Zoom with in-depth data interpretation were conducted.
Results
Seventeen physiotherapists, ranging from 24 to 65 years and early graduate to 40+ years of experience, participated. Two defined themes were: (1) Apportioning responsibility; from the belief that an episode of LBP resolves within 12 weeks, participants suggested it was the person’s fault if LBP either persisted or recurred, or something to do with the person’s individual attributes. (2) Understanding self-management; all participants considered self-management as important, but description of key elements, beyond education and exercises, and strategies to support acquirement of skills by the person with LBP were limited.
Conclusion
Participants had a good understanding about the complexity of LBP yet lacked contemporary knowledge of the natural history of LBP. Participants identified limited key concepts of what self-management entails. Encouraging decision making, behavioural change, problem solving, action planning, and seeking help when required may not be used by NZ physiotherapists to support self-management.

Implications
Physiotherapists should challenge their current biases and beliefs and assimilate more contemporary evidence into their expectations of recovery for LBP. Education and resources about the core components of effective self-management and strategies of how to implement self-management into clinical practice should be encouraged.