Home caregivers play an increasingly important role in providing health services for family members. Although many studies have been done to measure burden and related concepts, few studies have examined holistically the caregiving experiences. A grounded-theory design was used to better understand the caregiving experience from the perspective of caregivers. Seventeen families from a metropolitan intermountain western area comprised the sample. Recipients of care ranged in age from 14 months to 87 years. People with documented mental illness, dementia, or Alzheimer's disease were excluded from the sample. Interviews were conducted in participants' homes. Data were analyzed through constant comparative analysis. The central idea emerging from the data was caregiving as a solitary journey. Burden, responsibility, isolation, and commitment shaped the context of the journey.
As caregivers take control of their newly chaotic lives, they become more active and assertive in decision making and, not coincidentally, better caregivers. Future research and nursing interventions should focus on this process of taking charge to make our support of home care providers more meaningful and useful. Another issue needing further exploration is the preponderance of female caregivers, regardless of the age or relationship of the care recipient. As Anderson and Elfert (1989) pointed out, health professionals often emphasize the concept of family when discussing home health care, but in fact, it is almost always the women who assume the burden. They argue that this results in a devaluation of the work done in home care, as it is not reimbursed. Perhaps our belief that home care is less costly should be reexamined, both in terms of monetary and nonmonetary costs.
The purpose of this qualitative study was to explore the underlying noncognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants allowed for us to employ a constant comparative approach in analyzing the results. A core story of hopeful thinking emerged which interacted with four major themes including: a) generating alternative pathways when encountering obstacles to social and academic integration, b) goal setting and planning, c) active use of peer and academic supports, and d) experiencing a positive institutional context. While this study confirms research about what factors predict the success of students coping with difficult transitions, it also provides new insights. Results suggest that academic hope is an important theoretical framework to guide future research and practice in the area of student retention.Higher education researchers and policy makers have focused much attention on determining what internal student characteristics and institutional factors significantly predict whether or not students will successfully navigate the college system and attain academic success (Clark
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