Essential competencies for the education of nursing assistants and care helpers in elderly care

Oeseburg, B.; Hilberts, Rudi; Roodbol, Petrie F.

doi:10.1016/j.nedt.2015.08.002

Cited by 9 publications

(3 citation statements)

References 10 publications

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“…As mental health funding becomes more contingent on evidence-based practices, paraprofessionaldelivered support programs for PTSD need to articulate standards and define the ways in which they create new operational processes and therapeutic roles as well as clarify the kinds of paraprofessional tasks and support that people find useful. Other health fields are quickly advancing consensus around core competencies and skills for paraprofessional coaches within their scope of work [47][48][49].…”

Section: Step 3: Selecting the Studiesmentioning

confidence: 99%

A Scoping Review of the Role and Training of Para-professionals Delivering Psychological Interventions for Adults with Post-traumatic Stress Disorder

Xiong¹,

Wozney²,

Olthuis³

et al. 2019

J Dep Anxiety

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Background: The delivery of interventions for traumatic stress disorders by paraprofessionals is of interest across mental health systems as decision-makers work to meet growing need for services and demand for evidence-based care. Given the need for any system change to reflect scientific evidence, our scoping review aimed to identify and summarize the research on paraprofessional-delivered trauma-focused psychological interventions for adults, with a particular focus on the role and training of paraprofessionals. Method: We searched seven databases for peerreviewed published studies that employed controlled trial designs to evaluate paraprofessional-led interventions for traumatic stress. Using Covidence software, we completed iterative eligibility screening and extracted study data. Descriptive statistics were used to identify trends and gaps in the literature and inform synthesis of findings. Results: Fourteen studies met inclusion criteria. The majority of studies (71%; 10/14) evaluated interventions that were delivered face-to-face across a diverse patient populations and clinical contexts. Training of paraprofessionals ranged in length from two training sessions (approx. 16 hours) to a 6-week full day, in-person course. Ongoing supervision of paraprofessionals during the intervention was reported in 64% (9/14) of the studies, but few details of supervision processes were reported. Conclusion: Paraprofessionals are taking on therapeutic roles in the delivery of trauma-focused psychological interventions but there are significant knowledge gaps around training and supervision they require. Lack of consensus on the defining characteristics of a "paraprofessional" makes synthesizing this literature particularly challenging.

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Section: Step 3: Selecting the Studiesmentioning

confidence: 99%

A Scoping Review of the Role and Training of Para-professionals Delivering Psychological Interventions for Adults with Post-traumatic Stress Disorder

Xiong¹,

Wozney²,

Olthuis³

et al. 2019

J Dep Anxiety

View full text Add to dashboard Cite

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“…Although there is a lack of scientific evidence, it seems necessary to rethink current staff allocations, as the increasing complexity and changes in care models (e.g., a shift towards more person-centered care) in nursing homes have an impact on staff (39). Different stakeholders have stressed that the licensed nurses and nurse assistants currently working in elderly care are not adequately prepared to deal with this complexity (44). They might not be sufficiently trained to consider aspects like residents' autonomy, daily functioning or well-being, and focus on illness and treatment of diseases instead, while we found in this literature study that the employment of activity staff was (slightly) positively associated with the quality of life of residents.…”

Section: Lessons Learned From the Literature Study And Implications Fmentioning

confidence: 99%

Rethinking the Staff-Quality Relationship in Nursing Homes

Backhaus

Beerens

Rossum

et al. 2018

The Journal of nutrition, health and aging

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“…In some jurisdictions, training includes courses in basic nursing skills, personal care skills, mental health conditions, social services, care of cognitively impaired residents, basic restorative services and legal aspects or residents' rights (Squillace et al, 2009). Yet, in some countries-for example, Israel and Denmark-there are no formal preliminary educational or training prerequisites (Oeseburg, Hilberts, & Roodbol, 2015).…”

mentioning

confidence: 99%

The meanings of the unlicensed assistive personnel role in nursing homes: A triadic job analysis perspective

Band‐Winterstein

Doron

Zisberg³

et al. 2018

J Nurs Manag

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Essential competencies for the education of nursing assistants and care helpers in elderly care

Cited by 9 publications

References 10 publications

A Scoping Review of the Role and Training of Para-professionals Delivering Psychological Interventions for Adults with Post-traumatic Stress Disorder

A Scoping Review of the Role and Training of Para-professionals Delivering Psychological Interventions for Adults with Post-traumatic Stress Disorder

Rethinking the Staff-Quality Relationship in Nursing Homes

The meanings of the unlicensed assistive personnel role in nursing homes: A triadic job analysis perspective

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