Chase Jo-Ana D, Russell David, Rice Meridith, Abbott Carmen, Bowles Kathryn H, Mehr David R
Sinclair School of Nursing, University of Missouri, Columbia, MO, USA.
Department of Sociology, Appalachian State University, Boone, NC, USA.
J Patient Exp. 2020 Aug;7(4):561-569. doi: 10.1177/2374373519869156. Epub 2019 Aug 21.
Post-acute home health-care (HHC) services provide a unique opportunity to train and support family caregivers of older adults returning home after a hospitalization. To enhance family-focused training and support strategies, we must first understand caregivers' experiences.
To explore caregivers' experiences regarding training and support for managing older adults' physical functioning (PF) needs in the post-acute HHC setting.
We conducted a qualitative descriptive study using semi-structured telephone interviews of 20 family caregivers. Interviews were recorded, transcribed, and analyzed using conventional content analysis.
We identified the following primary categories: facilitators to learning (eg, past experience, learning methods), barriers to learning (eg, learning on their own, communication, timing/logistics, preferred information and timing of information delivery), and interactions with HHC providers (eg, positive/negative interactions, provider training and knowledge).
Caregivers were responsive to learning strategies to manage older adults' PF needs and, importantly, voiced ideas to improve family-focused training and support. HHC providers can use these findings to tailor training and support of family caregivers in the post-acute HHC setting.
急性后期家庭医疗保健（HHC）服务为培训和支持住院后回家的老年人的家庭护理人员提供了独特的机会。为了加强以家庭为中心的培训和支持策略，我们必须首先了解护理人员的经历。
探讨在急性后期家庭医疗保健环境中，护理人员在管理老年人身体功能（PF）需求方面的培训和支持经历。
我们进行了一项定性描述性研究，通过半结构化电话访谈20名家庭护理人员。访谈进行录音、转录，并使用常规内容分析法进行分析。
我们确定了以下主要类别：学习促进因素（如过去的经验、学习方法）、学习障碍（如自主学习、沟通、时间安排/后勤、首选信息和信息传递时间）以及与家庭医疗保健提供者的互动（如积极/消极互动、提供者培训和知识）。
护理人员对管理老年人身体功能需求的学习策略反应积极，重要的是，他们提出了改进以家庭为中心的培训和支持的想法。家庭医疗保健提供者可以利用这些研究结果，在急性后期家庭医疗保健环境中为家庭护理人员量身定制培训和支持。
