School of Nursing, University of Victoria, Victoria, BC V8W 2Y2, Canada.
Palliat Med. 2013 Jul;27(7):657-64. doi: 10.1177/0269216313487765. Epub 2013 May 21.
Family caregivers are assuming growing responsibilities in providing care to dying family members. Supporting them is fundamental to ensure quality end-of-life care and to buffer potentially negative outcomes, although family caregivers frequently acknowledge a deficiency of information, knowledge, and skills necessary to assume the tasks involved in this care.
The aim of this inquiry was to explore how family caregivers describe learning to provide care to palliative patients.
Secondary analysis of data from four qualitative studies (n = 156) with family caregivers of dying people.
Data included qualitative interviews with 156 family caregivers of dying people.
Family caregivers learn through the following processes: trial and error, actively seeking needed information and guidance, applying knowledge and skills from previous experience, and reflecting on their current experiences. Caregivers generally preferred and appreciated a supported or guided learning process that involved being shown or told by others, usually learning reactively after a crisis.
Findings inform areas for future research to identify effective, individualized programs and interventions to support positive learning experiences for family caregivers of dying people.
在为临终的家庭成员提供护理方面，家庭护理人员承担着越来越多的责任。支持他们是确保高质量临终关怀和缓冲潜在负面结果的基础，尽管家庭护理人员经常承认缺乏承担护理工作所需的信息、知识和技能。
本次调查旨在探讨家庭护理人员如何描述学习为姑息治疗患者提供护理。
对 4 项关于临终患者家庭护理人员的定性研究（n=156）数据的二次分析。
资料包括对 156 名临终患者家庭护理人员的定性访谈。
家庭护理人员通过以下过程学习：反复试验、积极寻求所需的信息和指导、运用以前经验中的知识和技能，以及反思当前的经验。护理人员通常更喜欢并赞赏一种支持或指导的学习过程，即通过他人展示或告知，通常在危机后被动地学习。
研究结果为未来的研究提供了信息，以确定有效的、个性化的方案和干预措施，为临终患者的家庭护理人员提供积极的学习体验。
