How do practically trained (student) caregivers in nursing homes learn? A scoping review

Muller-Schoof, Irene J.M.; Verbiest, Marjolein; Stoop, Annerieke; Snoeren, Miranda

doi:10.5430/jnep.v12n1p25

Cited by 7 publications

(3 citation statements)

References 65 publications

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“…In the case of NH care, the users of scientific knowledge are nursing and healthcare students and practitioners, and their teachers and educators. A recently published scoping review on the facilitators and barriers to learning among practice-trained students and practicing caregivers in NHs showed that they learn better when their learning needs are incorporated into educational programs, such as needs related to content, form, length, and use of language (Muller-Schoof et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Lessons Learned From Co-Designing Educational Programs for Student and Practicing Healthcare Professionals in Nursing Homes: A Participatory Qualitative Study

Muller-Schoof

Verbiest

Snoeren

2023

Journal of Participatory Research Methods

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Our aim was to examine the co-design process of two educational programs based on scientific research, to investigate which factors influenced the co-design processes and which lessons we learned. Participatory qualitative research on multiple cases was conducted with representatives of the university, healthcare education (university of applied science), secondary vocational education and training and nursing home care practice. Data were analyzed using a critical creative hermeneutic analysis. Three themes influenced the co-design processes: (1) facilitation of the processes, (2) team members’ attributes and (3) diverse interests and structures. Participants’ diversity slowed down and deepened the collaboration. The positive climate and personal attributes enabled the processes. The complexity of the co-design processes, conflicting interests and making use of the full potential of the diversity were challenging aspects. These challenges can be overcome by organizing and facilitating co-design processes skillfully.

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Section: Introductionmentioning

confidence: 99%

Lessons Learned From Co-Designing Educational Programs for Student and Practicing Healthcare Professionals in Nursing Homes: A Participatory Qualitative Study

Muller-Schoof

Verbiest

Snoeren

2023

Journal of Participatory Research Methods

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“…[22][23][24][25] As a result, the PCPI-S has not been tested and/or validated by this majority in an NH setting at the moment of publication of this study. From an earlier study, [29] we know that learning materials for practically trained caregivers should not be too long, should not contain difficult vocabulary, and should not be incomprehensible. Our PCC self-scan has taken this into account.…”

Section: Discussionmentioning

confidence: 99%

Development of a self-scan to evaluate and improve person-centered care in nursing homes: A Delphi study

Muller-Schoof

Stoop²,

Verbiest³

2022

JNEP

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Background and objective: Person centered care (PCC) has become the gold standard for providing care in nursing homes (NHs). Therefore, it is important for healthcare professionals in NHs to learn PCC-skills and to be supported to learn about- and improve the quality of PCC they provide. At this moment an instrument to support healthcare professionals in NHs to monitor and evaluate PCC is limited. The aim of the study was to develop a self-evaluation tool that provides healthcare professionals in NHs insight into the extent to which they provide PCC to residents, so that they can learn and further improve their current ways of working in a person-centered way.Methods: A three-round Delphi study with an expert panel (n = 25) in the domains of PCC, quality of NH care and education of caring staff. Findings were validated by residents and relatives during semi-structured interviews. Thematic analysis and descriptive statistics were used to analyze the data.Results: In the first round the experts did not provide measuring instruments, but we identified 18 key aspects of PCC. In the second round, three clusters were identified, and a scale was added, to enable assessment. In the third round, we deduplicated, restructured and used more clear language. This led to 14 key aspects of PCC, 24 measures, grouped into five clusters: knowing the resident, establishing relationship, a respectful approach, making decisions jointly and personal development. The result is a PCC self-scan for healthcare professionals in NHs. Residents and relatives, agreed with all aspects and stated that no aspects were missing.Conclusions: In this study we developed an accessible self-report learning tool for healthcare professionals that makes it possible to evaluate and improve their PCC-skills and improve the quality of PCC in NHs.

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“…Furthermore, Aase (26) reports that NH managers tend to underestimate their influence on the CLE. To our knowledge, research on apprentices' learning is scarce: a recent review (27) identified no studies focusing how nursing apprentices and assistants learn in NHs.…”

Section: Basic Nursing and Placement Learningmentioning

confidence: 99%

How Do Managers Influence the Caring and Learning Environment in Nursing Homes? A Qualitative Study

Aglen¹,

Söderström²,

Sørø³

et al. 2023

Preprint

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The nursing home (NH) population becomes increasingly frail, suffering several chronic ill-nesses, high symptom severity, and short remaining lifespan after admission; all this requires skilled, well-organized professional care. Little is known about how NH managers influence the caring and learning environment (CLE) to ensure competencies in meeting NH patients’ needs. The aim of this study is to explore how NH managers influence the CLE to provide basic nursing education for students and apprentices, in order to improve it. This study applies a qualitative design, using multiple methods and focusing on NHs as a context involving complex adaptive systems and on basic nursing as a complex issue. NH managers express a constant struggle to keep workloads manageable, and NHs come across as exhausted organizations with little surplus. Both managers and staff look for ways to execute the work with as little effort as pos-sible and mainly stick to well-established routines. Not participating directly in either daily caring or placement learning, NH managers influence the CLE indirectly through taming and coping strategies, largely using taming strategies that lead to serious unintended outcomes. Coping strategies involve leading collaborative processes in holding environments that are feasible with their workload and roles as managers.

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How do practically trained (student) caregivers in nursing homes learn? A scoping review

Cited by 7 publications

References 65 publications

Lessons Learned From Co-Designing Educational Programs for Student and Practicing Healthcare Professionals in Nursing Homes: A Participatory Qualitative Study

Lessons Learned From Co-Designing Educational Programs for Student and Practicing Healthcare Professionals in Nursing Homes: A Participatory Qualitative Study

Development of a self-scan to evaluate and improve person-centered care in nursing homes: A Delphi study

How Do Managers Influence the Caring and Learning Environment in Nursing Homes? A Qualitative Study

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