Division of Physiotherapy, Department of Neurobiology, Caring Sciences and Society, Karolinska Institutet, Huddinge, Sweden.
Division of Nursing, The Medical Faculty, Umeå University, Umeå, Sweden.
Int J Older People Nurs. 2021 Jul;16(4):e12373. doi: 10.1111/opn.12373. Epub 2021 Mar 19.
Research claims that 'learning by doing' creates new thinking, often leading to new practice.
The aim was to explore and describe the staff learning process from the first to the second year when adopting person-centred care into clinical practice in a nursing home for persons with dementia.
The data consisted of poster texts from staff and written notes by researchers obtained from the group discussions. The study involved 24 care units (200 staff). Content analysis was chosen as method to explore the learning process.
The staff described the actions that they took during year 1 and year 2, in which five categories emerged, activities, environment, information, priorities and staff routines. With researchers' analysis the categories together created the learning process and formed a sub-theme. They further formed an overarching theme from simplicity to complexity and consensus. Staff changes year 1 pertained more to planning and doing, while year 2 changes constituted a larger complexity of person-centred care with reflection, collaborative learning and a mind-set change.
Staff chose the development area, and the learning process was illuminated by the researchers. This underscores the value to visualise and verbalise the steps of change as well as include these steps in the design of an implementation process. The concept of person-centred care could be viewed on different levels. The findings may contribute to a more comprehensive understanding of staff learning process when implementation of person-centred care.
Making staff's learning process visible can be a guide for improvement and change from a generic care towards person-centred care. The Regional Board of Research Ethics approved the study (Reg no. 2010/1234-31/5).
研究声称“边做边学”会产生新思维，常常导致新的实践。
本研究旨在探索和描述工作人员在疗养院将以患者为中心的护理应用于临床实践的第一年到第二年的学习过程。
数据由工作人员的海报文本和研究人员从小组讨论中获得的书面说明组成。该研究涉及 24 个护理单元（200 名员工）。选择内容分析作为探索学习过程的方法。
工作人员描述了他们在第一年和第二年所采取的行动，其中出现了五个类别，即活动、环境、信息、优先级和员工常规。在研究人员的分析中，这些类别共同构成了学习过程，并形成了一个子主题。它们进一步从简单到复杂和共识形成了一个总体主题。第一年的员工变化更多地涉及计划和执行，而第二年的变化则构成了更复杂的以患者为中心的护理，包括反思、协作学习和思维模式的转变。
工作人员选择了发展领域，研究人员则阐明了学习过程。这强调了可视化和语言化变革步骤的价值，以及将这些步骤纳入实施过程设计的重要性。以患者为中心的护理理念可以从不同层面来理解。这些发现可能有助于更全面地理解实施以患者为中心的护理时工作人员的学习过程。
使员工的学习过程可见，可以作为从一般性护理向以患者为中心的护理改进和变革的指南。地区研究伦理委员会批准了这项研究（注册号 2010/1234-31/5）。
