Zhao Yayi, Liu Li, Ding Yaping, Song Yulei, Chan Helen Y L
School of Nursing, Nanjing University of Chinese Medicine, Nanjing, Jiangsu Province, China.
Xiangya Nursing School, Central South University, Changsha, Hunan Province, China.
J Adv Nurs. 2024 Jan;80(1):176-185. doi: 10.1111/jan.15779. Epub 2023 Jul 11.
AIM: To understand participants' experiences with a culturally specific DEmentia Competence Education for Nursing home Taskforce programme within the contexts which was delivered. DESIGN: An exploratory descriptive qualitative approach. METHODS: Semi-structured individual interviews were conducted within one week with the participants upon their completion of the programme from July 2020 to January 2021. A purposive sample of participants with different demographic characteristics in five nursing homes was recruited to maximize the sample variation. Interviews were audiotaped and transcribed verbatim for qualitative content analysis. Participation was on voluntary and anonymous basis. RESULTS: Four major themes were identified, including perceived benefits of the programme (i.e., enhanced sensitivity to the needs of residents with dementia, increased communication with families of residents with dementia, facilitated guidance on care for residents with dementia), facilitators (i.e., comprehensive content, active learning, qualified trainer, intrinsic motivation and organizational support), barriers (i.e., busy working schedules, discrimination against care assistants' learning capability) and suggestions for improvement. CONCLUSION: The results suggested the acceptability of the programme. The participants positively appraised the programme in enhancing their dementia-care competence. The facilitators, barriers and suggestions identified provide insights on improving programme implementation. IMPACT: The qualitative findings from the process evaluation are pertinent to support the sustainability of dementia competence programme in nursing home setting. Future studies could address the modifiable barriers to enhance its effectiveness. REPORTING METHOD: This study was reported in adherence to the Consolidated criteria for reporting qualitatve studies (COREQ) checklist. PATIENT AND PUBLIC CONTRIBUTION: Nursing-home staff was involved in intervention development and delivery. IMPLICATIONS FOR PRACTICE/POLICY: The educational programme could be integrated into the routine practice in nursing homes to improve staff's dementia-care competence. More attention should be paid on the educational needs of the taskforce when implementing the educational programme in nursing homes. Organizational support is the precondition for the educational programme and cultivates a culture for practice change.
目的：了解参与者在特定文化背景下开展的养老院特别工作组痴呆症护理能力教育项目中的体验。 设计：探索性描述性定性研究方法。 方法：2020年7月至2021年1月，在参与者完成项目后的一周内对其进行半结构化个人访谈。从五家养老院中选取了具有不同人口统计学特征的参与者作为目的抽样样本，以最大化样本的多样性。访谈进行了录音，并逐字转录以进行定性内容分析。参与是自愿且匿名的。 结果：确定了四个主要主题，包括项目的感知益处（即对痴呆症患者需求的敏感度提高、与痴呆症患者家属的沟通增加、为痴呆症患者护理提供便利指导）、促进因素（即内容全面、主动学习、培训师合格、内在动力和组织支持）、障碍（即工作时间表繁忙、对护理助理学习能力的歧视）以及改进建议。 结论：结果表明该项目具有可接受性。参与者对该项目在提高其痴呆症护理能力方面给予了积极评价。所确定的促进因素、障碍和建议为改进项目实施提供了见解。 影响：过程评估的定性结果有助于支持养老院环境中痴呆症护理能力项目的可持续性。未来的研究可以解决可改变的障碍以提高其有效性。 报告方法：本研究按照定性研究报告的统一标准（COREQ）清单进行报告。 患者和公众参与：养老院工作人员参与了干预措施的开发和实施。 对实践/政策的启示：该教育项目可纳入养老院的日常实践中，以提高工作人员的痴呆症护理能力。在养老院实施教育项目时，应更多关注特别工作组的教育需求。组织支持是教育项目的前提条件，并培养实践变革的文化。
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