Impact of serious mental illness online training for certified nursing assistants in long term care

Molinari, Victor; Hobday, John V.; Roker, Rosalyn; Kunik, Mark E.; Kane, Rosalie A.; Kaas, Merrie J.; Mehrotra, Chandra M.; Williams, Christine L.; Robbins, Joyce C.; Dobbs, Debra

doi:10.1080/02701960.2016.1188811

Cited by 18 publications

(10 citation statements)

References 36 publications

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“…In most studies, caregivers comprised more than 50% of the study population (n = 26), and in five studies, the population studied consisted of 100% caregivers. [34][35][36][37][38] In total, 24 studies evaluated an educational intervention (see Appendix B). In 22 out of 24 intervention studies, persons other than the learners themselves decided about the education provided.…”

Section: Study Characteristicsmentioning

confidence: 99%

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

Muller-Schoof

Verbiest²,

Stoop³

et al. 2021

JNEP

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Background and objective: Practically trained (student) caregivers (further: caregivers) make up the majority of care staff in nursing homes (NHs). To keep up with the fast-changing healthcare environment and ensure a high quality of care, it is important to know how to stimulate continuous work-based learning (WBL) among this group. The purpose of the study was to systematically study the scientific literature published to date on (1) how caregivers learn in NHs and (2) what facilitates or impedes their learning.Methods: A scoping review was carried out, systematically searching six scientific databases. A total of 35 studies published from January 2009 to February 2021 were included. Study characteristics, learning mechanisms, facilitators, and barriers to learning were extracted and synthesized.Results: None of the studies specifically focused on how caregivers learn. Yet, we identified various learning mechanisms, and found that learning by theory or supervision was most frequently engaged in. Most learning mechanisms used among the groups in the included studies were planned and formal and developed and initiated by others out of the context. Three main themes were identified among the facilitators and barriers of WBL: individual learning, collective learning, and resources for learning. An interdependency between (sub)themes was found.Conclusions: The way caregivers in NHs learn is understudied. Moreover, both their informal learning and the support they receive to be(come) active learners has been overlooked. As WBL provides caregivers with opportunities to learn within a real-life setting, we suggest more research on informal learning mechanisms.

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Section: Study Characteristicsmentioning

confidence: 99%

“…[44,62] The content of learning materials should match existing knowledge and experience of the caregivers, [56,58,60] instead of being too long, containing difficult vocabulary, or being incomprehensible. [36,63]…”

Section: Published By Sciedu Pressmentioning

confidence: 99%

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

Muller-Schoof

Verbiest²,

Stoop³

et al. 2021

JNEP

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show abstract

“…Level 2 of the model, Learning, focuses on to what extent attitudes, knowledge, and skills increase as a result of participating in a KT program. Two of the articles in this section focused at this level (Abrams et al, 2017;Molinari et al, 2017). Abrams et al (2016) worked in a variety of long-term-care settings to improve the level of depression recognition among primarily nursing staff at all levels (RN, LPN, CNA), as well as including social workers and recreational and occupational therapists.…”

mentioning

confidence: 99%

“…The program showed significant increases in attitudes (level 1) and knowledge (level 2). Similarly, Molinari et al (2017) developed and implemented a two-module online training program on serious mental illnesses in the nursing home setting for CNAs. They also found significant improvement in knowledge and attitudes following the training.…”

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confidence: 99%

Moving the needle: Providing evidence based care to older adults with behavioral issues through knowledge translation

Brody

2017

Gerontology & Geriatrics Education

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Implementing evidence based practices into practice settings is exceedingly difficult. Knowledge translation is a framework used for moving practices from the literature into the real world. This article discusses how six articles in this special issue of Gerontology and Geriatrics Education use various knowledge translation approaches to implement evidence based practices in older adults with behavioral health issues including dementia, delirium and serious mental illness across a variety of settings, as well as lessons learned for future knowledge translation and implementation science studies.

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“…CNAs are also primarily responsible for the care and behavior management of these individuals. Therefore, appropriate training of CNAs is warranted (Molinari et al, 2017).…”

Section: Medications and Alzheimer's Diseasementioning

confidence: 99%

Fostering compassionate care for persons with Alzheimer's disease in nursing facilities.

Cotton¹

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and her behaviors worsened, we were finally given a diagnosis: Alzheimer's disease. I did not know at the time the extent to which her diagnosis would impact me, the rest of my childhood, and how I learned to understand caregiving. From the onset of the disease to the final days, I watched as my mother took care of my grandmother day in and day out. My mother would work all day at her job, come home and make dinner for me, and then spend the rest of her evening taking care of my grandmother. Alzheimer's is not a disease that simply impacts the person, but the persons' family, friends, and communities but most importantly, it is the caregiver that is often impacted the most. These early experiences taught me that the caregiving journey could be difficult and arduous, so I want to acknowledge the work of caregivers for persons with Alzheimer's disease. In particular, I would like to say thank you to three caregivers that have taught me so much along the way-Margie, Zelda, and Doris. I would also like to thank my committee. Each of you has given me the support that I needed along the way. Annatjie, you are the MENTOR. I am not sure I would have made it without your help and encouragement. You are so brilliant and amazing, and I am v so thankful for all the guidance you have given me through this journey. Joseph, words cannot express how grateful I am for you! Thank you for encouraging me each step of the way. You are amazing! Pamela, your friendship and guidance is so helpful to me. Laughing (and sometimes crying) in the kitchen while eating too much fruit has saved me on many a day when I doubted my abilities to finish this dissertation. Terry, thank you for always checking in with me about my progress. Your feedback was so valuable to me. Dr. Jicha, when I first started to do research focused on Alzheimer's disease, it was your name that I kept seeing in the literature over and over again. You have done so much to advance this field of research, and I am so thankful that you said yes to being part of my committee. To my Institute for Sustainable Health & Optimal Aging family, your support while I was working on my dissertation was invaluable. Thanks for always cheering me on along the way. To my family and my friends, thanks for being my support system! Finally, to Bryce for all of his love and support. I would not have started this journey without your unwavering support. Thanks for buying the ticket and taking the ride.

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Impact of serious mental illness online training for certified nursing assistants in long term care

Cited by 18 publications

References 36 publications

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

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

Moving the needle: Providing evidence based care to older adults with behavioral issues through knowledge translation

Fostering compassionate care for persons with Alzheimer's disease in nursing facilities.

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