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Flow chart of selection process
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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...
Contexts in source publication
Context 1
... the best of our knowledge, there is no existing WBL model for caregivers in the NH context. Figure 1 shows the screening process. The initial search in November 2019 resulted in 28 included studies. ...
Context 2
... the best of our knowledge, there is no existing WBL model for caregivers in the NH context. Figure 1 shows the screening process. The initial search in November 2019 resulted in 28 included studies. ...
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The COVID-19 pandemic and the need to stem the transmission and protect the most vulnerable in society led to infection control restrictions effectively locking down an entire country. These restrictions were also imposed on residential care settings for older people, initially in March 2020, and subsequently at varying times throughout the year th...
Citations
... 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. ...
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.
... 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). ...
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.
... Digital literacy skills, defined as capabilities for living, working and participating in a digital society [9] are becoming increasingly important forhealthcare providers. However, there is a lack of published data on the digital literacy knowledge and skills [10] and training requirements of residential aged care nursing staff [11]. ...
Objective
To identify the training needs of front-line aged care staff as perceived by senior clinicians and managers at selected residential aged care facilities (RACFs).
Methods
A qualitative explorative designed study using semi-structured interviews with a convenience sample of RACFs senior managers and nurses. A hybrid analysis approach using a framework deductive analysis followed by inductive analysis for sub-themes.
Results
Four sub-themes emerged to sustain increased telehealth activity: Technology knowledge and digital literacy skills, including understanding telehealth ecosystems and technical skills; Evidence-based reviews and clinical frameworks for telehealth consultations to identify appropriate consultations and successful use cases; Telehealth best practice guidelines and workflows including telehealth consultations protocols, communicating by videoconferencing, how to support families in attending telehealth consultations and optimal training models; and telehealth policy and legal guidance.
Conclusion
Staff require comprehensive training to sustain and expand telehealth use in RACFs. Training should focus on knowledge, skills and competencies in using telehealth as well as the broad factors of policies and understanding ICT systems to support staffs' abilities and confidence.
Innovation.
This study provides innovative findings that identify key components and associated activities and resources for training RACF staff to ensure they have sufficient knowledge, competency, skills and confidence to integrate telehealth into care provision.
... Het volgen van (verplichte) trainingen is hiervan een voorbeeld, zoals trainingen gericht op het onderhouden van verpleegtechnische vaardigheden in de zorgsector. Leren en ontwikkelen lijken vaak gestuurd te worden door managers en HR-functionarissen, ook in de verpleeghuissector (Kuijpers & Draaisma, 2020;Muller-Schoof et al., 2021). Dit terwijl het vormgeven van informeel leren tijdens en van het dagelijkse werk, en het ondersteunen van medewerkers in het nemen van verantwoordelijkheid en regie voor hun ontwikkeling de norm zouden moeten zijn (Koster et al., 2020;Vos et al., 2021;Zorginstituut Nederland, 2021). ...
Veel medewerkers geven de voorkeur aan informele vormen van leren en ontwikkelen op de werkplek, terwijl formele leeractiviteiten gangbaarder zijn in organisaties. Deze activiteiten lijken vaak geïnitieerd door managers en HR-functionarissen en vinden veelal buiten de werkplek plaats. Dit terwijl arbeids-markttekorten noodzaken om leren en ontwikkelen in het dagelijkse werk vorm te geven. Dit artikel gaat in op het potentieel van participatief actieonderzoek om te leren en te ontwikkelen op de werkplek. Er wordt verslag gedaan van een actieonderzoeksproject binnen de verpleeghuiscontext. Onderzocht is hoe leren en ontwikkelen plaatsvonden en welke werkzame elementen binnen het actie-onderzoeksproject hieraan bijdroegen. Resultaten laten zien dat leren en ontwikkelen in en van werk plaatsvinden op het moment dat authentieke situaties, direct beleefd worden. Ook helpt het als de authentieke situaties verkend worden vanuit verschillende perspectieven en als er mogelijkheden gezien worden voor nieuw of anders handelen. Regels en routines kunnen de integratie van leren en ontwikkelen in het werk beperken. Op basis van opgedane ervaringen en geleerde lessen worden aanbevelingen gegeven.
... [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. ...
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.
Aim/objective:
This study aimed to evaluate the use of the narrative quality instrument 'The Story as a Quality Instrument' (or SQI) for learning as a way of achieving quality improvement.
Background:
Learning is a widespread aim in long-term care. If professionals share detailed information about their views on the quality of care, they can see it from each other's perspective and create a new joint perspective that may generate a broader meaning in total. One useful source for learning and improvement is the narratives of older adults. These narratives enable reflection and learning, which encourages action. In care organizations, there is a drive to find methods that can be used to facilitate learning and encourage quality improvement.
Design:
A qualitative evaluation design.
Methods:
Data collection was performed in 2021-2022 at six field sites of four large care organizations providing long-term care to older adults in the Netherlands. At each field site, SQI was applied: an action plan was formulated in a quality meeting and, 8-12 weeks later, the progress was evaluated in a follow-up meeting. The data collected was participants' responses during focus groups: the verbatim transcripts of both meetings and the observation reports of the researchers. 46 participants took part in the quality meetings and 34 participants were present at the follow-up meetings. The data was analyzed using thematic analysis.
Results:
The results are mechanisms that help learning, participant responses, and practical challenges and conditions. Four mechanisms became visible that encourage learning among participants for achieving quality improvements: in-depth discussions, exchange of perspectives, abstraction, and concretization. The participants listed several outcomes regarding individual learning such as change of attitude, viewing older adults more holistically and the realization that possibilities for working on quality improvement could be just a small and part of everyday work. Participants learned from each other as they came to understand each other's perspectives. The added value lay in getting insights into the individual perceptions of clients, the concrete areas for improvement as an outcome, and getting a picture of the perspectives of diverse people and functions represented. Time was found to be the main challenge when applying SQI.
Conclusions:
SQI is deemed promising for practice, as it allows care professionals to learn in their workplace in a structured way from narratives of older adults in order to improve the quality of care.
