Losing connections and receiving support to reconnect: experiences of frail older people within care programmes implemented in primary care settings

Abstract

The results imply that care for frail older people should include an awareness of the importance of the trusting relationship. Nurses can play a vital role in creating a trusting relationship and are able to bridge the gap between older people and other professionals and services.

Intervenções educativas para promoção da saúde do idoso: revisão integrativa

“…(33) Likewise, individual interventions also had positive results. (9)(10)(11)14,17,18,20,25,28) The educational actions promoted the dissemination of information, critical reflection and adoption of positive behaviors for improvement of the quality of life, which were observed in the results of articles explored.…”

“…In the present study, educational interventions performed by nurses for the health promotion of the elderly in the international context stood out. (9)(10)(11)(12)14,(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) This fact shows that Brazilian studies (13,15,24) on this theme are scarce, have low level of scientific evidence and fragile theoretical background. (31) The use of experimental design has been observed over the three previous years, with a growing trend also to 2017.…”

“…In relation to places where educational interventions were performed, different spaces for provision of health care stood out, such as the elderly's residences during assistance in home visits, (9,14,18,21,(24)(25)(26) hospitals, community centers for the elderly and primary care services in the community. (10)(11)(12)(13)(15)(16)(17)19,20,(22)(23)(24)(27)(28)(29)(30) Regarding the intervention strategy, there were individual (9)(10)(11)14,17,18,20,25,26,28) and group methodological interventions. (12,13,15,16,19,(21)(22)(23)(24)27,29,30) Group education as an approach, enables the exchange of knowledge by favoring training and peer identification.…”

“…The actions developed by nurses in their different contexts are shaped in the use of different educational approaches, namely: pedagogical guidelines during nursing consultations, (11,16,17,19,20,22,(27)(28)(29)(30) home monitoring, (9,14,18,21,(24)(25)(26) counseling with motivational dynamics (10,12,23) and educational sessions with ludic strategies. (13,15) In the present review, educational guidelines provided during nursing consultations were the most used.…”

“…Year/Country Design Level of evidence A1 (9) 2007/ USA RCT II A2 (10) 2008/ England RCT controlled I A3 (11) 2008/ Holland RCT controlled I A4 (12) 2010/ USA RCT II A5 (13) 2010/ Brazil Descriptive IV A6 (14) 2012/ Switzerland RCT II A7 (15) 2012/ Brazil Action research IV A8 (16) 2013/ USA Preclinical III A9 (17) 2014/ USA Quasi-experiment III A10 (18) 2014/ Holland Quasi-experiment III A11 (19) 2014/ China Quasi-experiment III A12 (20) 2015/ USA RCT II A13 (21) 2015/ Germany RCT controlled I A14 (22) 2015/ Sweden Quasi-experiment III A15 (23) 2015/ Korea RCT controlled I A16 (24) 2015/ Brazil Descriptive IV A17 (25) 2016/ Korea Quasi-experiment III A18 (26) 2016/ Canada RCT controlled I A19 (27) 2016/ USA Action research IV A20 (28) 2017/ USA Case study V A21 (29) 2017/ USA Pre-experimental III A22 (30) 2017/ Sweden NRT II…”