Versluys Karen, Janssens Sarah, Grypdonck Mieke, Dillen Let, Van Den Noortgate Nele, Vanlaere Linus, Piers Ruth
Department of Geriatric Medicine, Ghent University Hospital, Ghent, Belgium.
Howest University of Applied Sciences, Bruges, Belgium.
Palliat Med Rep. 2025 Jun 9;6(1):342-350. doi: 10.1089/pmr.2024.0080. eCollection 2025.
Person-centered supportive care for older persons with acute illness is much needed but not easily achieved.
To uncover processes and consequences of an educational intervention in acute geriatric wards intended as an exposure experience.
General inductive qualitative analysis was conducted on data from a four-step intervention: group coaching, an open conversation with a patient and family member (PT/FM), reflection on transcribed conversations with co-participant, and group peer reflection.
Twelve participants engaged in the intervention. Transcripts from paired reflection sessions and peer reflections were analyzed using general inductive qualitative analysis.
The exposure experience of the participants involved three major processes: (1) fear before the conversation, (2) presence during the conversation, and (3) responsiveness after the conversation. Each process entailed several substeps. Not only the open conversation but also the whole process of reflection with a co-participant after reading the transcript and the peer-reflection sessions seem to be needed to realize the exposure experience.
Through the educational intervention "open conversation and reflection," participants experienced that connecting with PT/FM and listening to what is important to them are essential to realize person-centered care. Thus, pending further studies, the educational intervention can be considered promising to enhance person-centeredness in older people's care.
为患有急性疾病的老年人提供以患者为中心的支持性护理非常必要，但却不易实现。
揭示急性老年病房中作为一种体验经历的教育干预的过程和结果。
对来自以下四个步骤干预的数据进行一般归纳定性分析：小组指导、与患者及家属（PT/FM）进行开放式对话、对与共同参与者的对话记录进行反思以及小组同伴反思。
12名参与者参与了该干预。使用一般归纳定性分析方法对配对反思环节和同伴反思的文字记录进行分析。
参与者的体验经历涉及三个主要过程：（1）对话前的恐惧，（2）对话中的在场，以及（3）对话后的反应。每个过程都包含几个子步骤。似乎不仅需要开放式对话，还需要在阅读文字记录后与共同参与者进行反思的整个过程以及同伴反思环节，才能实现这种体验经历。
通过“开放式对话与反思”教育干预，参与者体验到与PT/FM建立联系并倾听对他们重要的事情对于实现以患者为中心的护理至关重要。因此，在进一步研究之前，可以认为该教育干预有望提高老年人护理中的以患者为中心程度。
