The Development and Effectiveness of Combining Case-Based Online Lecture and Simulation Programs to Facilitate Interprofessional Function Care Training in Nursing Homes

Behavioral and psychological symptoms of dementia (BPSD) are common in residents of long-term care facilities (LTCFs). In LTCFs, nursing staff, including nurses and care workers, play a crucial role in managing BPSD as those most in contact with the residents. However, it is ambiguous where their focus should be for effective BPSD care. Thus, this paper aims to reveal BPSD care competencies for nursing staff in LTCFs and to outline an initial frame of education. A multiphase mixed-methods approach, which was conducted through topic modeling, qualitative interviews, and a Delphi survey, was used. From the results, a preliminary educational framework for nursing staff with categories of BPSD care competence was outlined with the four categories of BPSD care competence: using knowledge for assessment and monitoring the status of residents, individualizing approaches on how to understand residents and address BPSD, building relationships for shared decision-making, and securing a safe environment for residents and staff in LTCFs. This preliminary framework illuminates specific domains that need to be developed for competent BPSD care in LTCFs that are centered on nursing staff who directly assess and monitor the changing and deteriorating state of residents in LTCFs.

Section: Discussionmentioning

confidence: 99%

How about an Educational Framework for Nursing Staff in Long-Term Care Facilities to Improve the Care of Behavioral and Psychological Symptoms of Dementia?

Kim

Choi

Lee

et al. 2022

“…However, LTCFs struggle with limited resources and staffing [ 8 ]; hence, it is challenging in such an environment to provide sufficient practical training for improving collaboration. In order for the gap between environmental limitations and the demand to enhance practitioner competency in LTCFs to be reduced, web-based education has been considered an appropriate and effective strategy [ 9 ]. Moreover, web-based education is an alternative solution when face-to-face education is challenging in situations such as the COVID-19 pandemic, and it can improve the effectiveness of education through repeated and continuous learning [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

The Development and Effectiveness of a Web-Based Emergency Management Educational Program for Long-Term Care Facility Interprofessional Practitioners

Choi

Kwon

Chang

2021

Long-term care facility (LTCF) interprofessional practitioners who care for residents at high risk of emergencies due to old age, frailty, and complex diseases must be able to manage such emergencies collaboratively. A shared mental model (SMM) enhances performance toward a common goal by allowing effective collaboration through promoting the sharing of knowledge and skills among interprofessional team members. Therefore, this study developed a web-based educational program for LTCF interprofessional practitioners based on an SMM. We followed a network-based instructional system design that consists of analysis, design, development, implementation, and evaluation for developing the program. A total of 54 participants completed the educational program in four LTCFs in South Korea. A significant improvement was identified in communication knowledge, communication confidence, role recognition, transactive memory system, and team effectiveness in the experimental group. The results show that the program improved the emergency management process and reliability among interprofessional practitioners, positively impacting interprofessional collaboration and ensuring the safety of patients during emergencies in LTCFs.

“…In 2020, a study [ 34 ] investigating FFC training for interdisciplinary caregivers (social workers, physical therapists, and occupational therapists) was conducted in a Korean NH. In Korea, since the establishment of the long-term care insurance (LTCI) system in 2008, it is compulsorily that NHs are evaluated for their quality by the National Health Insurance (NHI) Corporation every three years, and the results are published on the LTCI website [ 35 ].…”

Section: Introductionmentioning

confidence: 99%

“…Some healthcare experts have proposed that team training should focus more on a collective team process, such as a SMM [ 37 , 38 ]. The SMM is a widely used team training activity model that provides a similar cognition of a clinical situation, identified care plans, and work required of team members [ 34 , 39 , 40 , 41 , 42 , 43 ]. The SMM is a team-based approach in which team members possess information, such as team members’ skills, knowledge, behavioral tendencies, and attitudes, that enables them to perform better across different domains [ 44 ].…”

Section: Introductionmentioning

confidence: 99%

Healthcare Professionals’ Perceptions of Function-Focused Care Education for Nursing Home Practitioners

Lee

Park

Chang

2021

A nursing home (NH) care environment necessitates a shared cognition-based education model that maintains effective function-focused care (FFC). This study’s aim was to explore healthcare professionals’ perceptions of function-focused care education for the development of an education model using a shared mental model (SMM) in NHs. Semi-structured interviews with 30 interdisciplinary practitioners from four different professions (nurses, physical therapists, occupational therapists, and social workers) and focus group interviews with 12 experts were conducted. Data were analyzed using content analysis, and the education model development was guided by the shared mental models for data interpretation and formation. Our FFC interdisciplinary educational model incorporates four key learning components: learning contents, educational activities, educational goals/outcome, and environment, and four types of SMMs: team, task, team interaction, and equipment. As for educational contents, a team’s competencies with FFC were found to be team knowledge (physical and psychosocial functional care), team skills to perform FFC successfully (motivation, coaching and supporting, managing discomfort), and team attitude (possessing philosophy perceptions regarding FFC). As for learning outcomes, the shared cognition-based education model suggests not only the evaluation of practitioners, but also the assessment of residents’ aspects.