Enabling self, intimacy and a sense of home in dementia

Design and digital technologies to support a sense of self and human relationships for people living with dementia are both urgently needed. We present an enquiry into design for dementia facilitated by a public art commission for an adult mental health unit in a hospital in the UK. The interactive art piece was informed by the notion of personhood in dementia that foregrounds the person's social being and interpersonal relationships as sites where self is maintained and constructed. How clients, clients' family members and staff used the piece is reported and insights related to the notions of home, intimacy, possessions and self are presented. The art piece served as window on both dementia and the institution leading to a number of insights and implications for design

A model as a framework of reference to facilitate the teaching of caring to first-year diagnostic radiography students

Abstract:Within the context of South Africa, student diagnostic radiographers start their workintegrated learning from their first year of study. Hence, it is imperative for them to be caring professionals. Generally, diagnostic radiography students begin the radiography programme being passionate and enthusiastic about caring, but they find themselves in environments that do not fully support the development of caring professionals. Diagnostic radiography has always been perceived as a very scientific, technology-driven profession hence the focus of the current undergraduate curriculum is on the technical aspects of equipment and patient positioning. While patient care is definitely an aspect that is emphasised in radiography education, the teaching of caring has been overlooked. Therefore, the purpose of this study was to explore and describe the concept of caring among first-year diagnostic radiography students, in order to develop a model to facilitate the teaching of caring. A qualitative, theory-generating, exploratory and descriptive research design was used. Four steps were conducted for model development as a research method. Step 1 was the concept analysis consisting of two phases. Step 1, phase 1 was focus group interviews with first-year student diagnostic radiographers, exploring their understanding of caring. Appreciative inquiry was used as an interview technique. Focus group interviews were conducted until data saturation was achieved. Three major themes emerged from the data: caring as an integral part of a career choice, unpreparedness for interpersonal interactions and barriers and enablers to the development of a caring identity. Results from the focus group interviews in phase one of this research study revealed that radiography students describe caring as being integral to choosing radiography as a career. Despite this, they feel unprepared for their daily interactions with patients. Additionally, they articulated that the radiography environment does not fully support the development of a caring identity. Inductive reasoning was used to identify a central concept, namely the facilitation of a culture of caring. In step 1, phase 2, the related concepts were defined according to dictionary and literature sources. Step 2 entailed the description of relationships between the identified concepts. Step 3 was the development and description of the model. This v model provides a simple, practical guide to teaching caring to students in a meaningful way that will allow them to develop a culture of caring that will be part of them as individuals. The implementation of the model will be conducted in three phases, namely relationship, working and termination phase. Lastly, step 4 was the description of guidelines for the implementation of the model. These guidelines were illustrated in the form of a workbook. The operationalisation of this model will be in the form of coursework that can be incorporated into relevant subject modules, starting at firstyear level.D.Tech. (Radiography

Learning tools for intercultural education of healthcare practitioners in Europe

This report documents information on the development and evaluation of the three learning/teaching tools which represent the key outputs of the IENE 3 Project. The report begins with a document on the methodology for creating the learning/teaching tools and it is followed by the presentation of the three tools and the data from their evaluation. The final section of the report presents a number of case studies, which aim at promoting the synthesis of learning about compassion, courage and intercultural communication

Working with families whose child is bullying: an evidence-based guide for practitioners

This guide aims to provide practitioners and other professionals with information on school bullying and ways to work with and support families with a child who is bullying others. Abstract When children bully others at school, they are at significant risk of continuing this pattern of antisocial behaviour and having mental health concerns as they grow older. While bullying is often labelled as a school-related issue, it is also a family issue, as bullying is a behaviour often affected by the family environment. As such, working with families to interrupt the continuity from school bullying to later adverse life outcomes could be viewed as a form of early intervention for preventing crime, as well as a method of promoting health

Interior Design as a tool for dementia care

This book investigates the role of interior design in the enhancement of the effectiveness of Non-Pharmacological therapies for Alzheimer’s disease care. The author presents the conceptual model for an environmental system called “Therapeutic Habitat”, meant as a system of environmental interventions, based on tangible and intangible aspects, products and furniture, objects and services. Its aim is to enhance the well-being of people with dementia and stimulate recognition and interaction with the surrounding environment

An exploration of the experience of midwifery care by women asylum seekers and refugees

Background: There were approximately 63,097 known asylum seekers in England in 2002 (Heath et aL 2003). Women asylum seekers may be more seriously affected by displacement than men, leading to increased isolation, poverty, hostility and racism (Burnett and Peel, 2001a). In England, Black African including asylum seekers and newly arrived refugees had a seven times greater chance of maternal modality than White women (CEMACH, 2004 p244). Furthermore, women from ethnic groups other than white are twice as likely to die as women in the white group. In the CEMACH report a large number of women who died spoke little English. Access to local information about asylum seekers and refugees was difficult to obtain and suggested a disorganised service provision for this group of women. Aim: It was the intention of this study to explore and synthesise the experience of midwifery care by women asylum seekers and refugees in one large maternity unit in England. Design: Longitudinal exploratory case study research utilising a series of interviews. Sample: Four women from: Afghanistan, Rwanda, Somalia and Zaire. Three women were asylum seekers and one was a refugee. One woman spoke fluent English. Setting: Liverpool Women's Hospital and the women's homes. Years: The study took place from December 2002 - July 2003. Methodology: The research was developed from a constructionist paradigm which identifies that multiple realities can exist for individuals who experience 10 a similar phenomenon. Truth within this perspective is constructed by the individual. The researcher (LB) was the main instrument of data collection. Interpretation was generated via the researcher and was verified by the women at the final interview. The underpinning foundation for this study emerged as symbolic interaction theory (Mead, cited in Morris, 1967 p43; Blumer, 1969). Methods: Following ethical approval consent was obtained with the help of professional interpreters. Exploration was facilitated by in-depth interviews at five time points throughout the antenatal and postnatal period. Photographs taken by the women themselves were used as a prompt for conversation. Analysis: The researcher's interpretation of the data identified emerging themes and categories. The process of analysis involved decontextualisation, display, data complication and re-conceptualisation (Miles and Huberman, 1994 p10). Three key themes were generated: the influence of social policy, understanding in practice and the perception of 'self. Results: Synthesis of the results suggested that social policy directly affected the lives of the women. At times, "taken for granted" communication created a barrier to understanding for the women. Stereotype was socially constructed and pervaded the care environment. The women perceived 'self as a response to social interaction. The midwife-woman relationship relied heavily on gestures and symbols and the women's descriptions are related to symbolic interaction theory. Midwives capable of understanding the subtle cues in communication may be able to negotiate negative stereotypical images generated by society. Women had little or no information around childbirth. Recommendations: Midwifery care would benefit from a deeper understanding of how the women in this study perceived 'self. An advisory post may provide the link between maternity care and broader public health issues. Midwives should engage with asylum seekers and refugees to develop partnerships in care. A collaborative partnership may assist in creating relevant information around childbirth for other asylum seekers and refugees. Innovative methods of dissemination of information related to childbirth should be facilitated by a collaborative approach with non-governmental and community organisations