Caring for Older People - Improving Healthcare Quality to Ensure Well-Being and Dignity

The aim of caring is to promote health. The global trend is that people are living longer, but in many cases, there is no support system for the care of older people, leading to major challenges in ensuring their health and well-being. The proportion of older people is expected to increase globally, and skilled healthcare professionals will be required to care for them. There is a risk that older people as suffering and vulnerable human beings will be forgotten due to the increasingly effective and technical care worldwide. A caring culture and relationship should be prioritised and developed to promote participation, well-being and dignity for older people in order to fulfil their care needs and ensure quality healthcare. It is important that research focusing on universal health coverage identifies the benefits of increased investment in service quality. To contribute to the improvement of this output, we propose the application of Eriksson’s caritative theory. The aim of this theoretical chapter is to provide examples of how the dignity and well-being of older people can be promoted, at no additional cost to the person, by means of Eriksson’s caritative theory, which can strengthen healthcare for universal health coverage

Understanding nursing personnel's health while working in end-of-life care - A hermeneutical study

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Pedagogical strategies used in clinical medical education: an observational study

<p>Abstract</p> <p>Background</p> <p>Clinical teaching is a complex learning situation influenced by the learning content, the setting and the participants' actions and interactions. Few empirical studies have been conducted in order to explore how clinical supervision is carried out in authentic situations. In this study we explore how clinical teaching is carried out in a clinical environment with medical students.</p> <p>Methods</p> <p>Following an ethnographic approach looking for meaning patterns, similarities and differences in how clinical teachers manage clinical teaching; non-participant observations and informal interviews were conducted during a four month period 2004-2005. The setting was at a teaching hospital in Sweden. The participants were clinical teachers and their 4th year medical students taking a course in surgery. The observations were guided by the aim of the study. Observational notes and notes from informal interviews were transcribed after each observation and all data material was analysed qualitatively.</p> <p>Results</p> <p>Seven pedagogical strategies were found to be applied, namely: 1) Questions and answers, 2) Lecturing, 3) Piloting, 4) Prompting, 5) Supplementing, 6) Demonstrating, and 7) Intervening.</p> <p>Conclusions</p> <p>This study contributes to previous research in describing a repertoire of pedagogical strategies used in clinical education. The findings showed that three superordinate qualitatively different ways of teaching could be identified that fit Ramsden's model. Each of these pedagogical strategies encompass different focus in teaching; either a focus on the teacher's knowledge and behaviour or the student's behaviour and understanding. We suggest that an increased awareness of the strategies in use will increase clinical teachers' teaching skills and the consequences they will have on the students' ability to learn. The pedagogical strategies need to be considered and scrutinized in further research in order to verify their impact on students' learning.</p

Äldre patienters, närståendes och läkares erfarenheter av mötet dem emellan - En studie inom sjukhusvård med ett sociokulturellt perspektiv

The aim of this study was to describe elderly patients' and relatives' experience of the meeting with the doctor in a hospital setting, and to describe doctors' experience of meeting patients in a hospital setting. Complaints to the Swedish Medical Responsibility Board and several government studies show that the health and hospital care services are criticised for their treatment of elderly patients, especially as concerns information about health and medical treatment. Previous research on the meeting between elderly patient, relative and doctor shows that there are shortcomings as regards information and communication, that relatives are uncertain about whom they can get information and support from, and that they are unsure about their role relative to the elderly relative patient and the health and hospital care. The dissertation's sociocultural perspective was used to explain how the meeting between elderly patient, relative and doctor in a hospital setting takes form. A qualitative approach was used with interviews for data gathering. Twenty elderly patients (>65 years) and 20 relatives were interviewed about experiences from the meeting with the doctor in hospital. In addition, secondary analysis was performed on 18 interviews with doctors. Manifest and latent content analysis was performed and the results were analysed using sociocultural theory. The result shows that elderly patients' and doctors' perceptions of the meeting are influenced by their demeanour, that collaboration affects the exchange of knowledge, and that power relationships affect the possibility to assume responsibility. Relatives can feel ignored, accepted or dominated. Shortcomings in the hospital care routines also have an effect. The doctor's self-awareness and his or her ability to create a dialogue affect the relationship with the patient. From a sociocultural perspective the core of the meeting is dialogue. The nature and shape of the conversation is influenced by power and interaction. Power, interaction and the form and nature of the conversation are of importance for the ability of all parties to create meaning in the meeting. The main conclusion of the study is that the doctor's position of power makes it difficult for the elderly patient to participate in the meeting. The discrepancy between doctors' intention to individually communicate and dialogue with the elderly patient, and the critical view of patients and relatives as regards doctors' demeanour indicate that doctors' intentions are not achieved in everyday hospital care, despite the fact that 25 years have passed since the new Swedish Health and Medical Services Act was passed. Elderly patients are probably not given sufficient opportunity to participate in the meeting with the doctor

Well-being and dignity for older people : Based on Eriksson's caritative theory

Människor lever allt längre, vilket leder till stora utmaningar i att garantera äldre människors hälsa och välbefinnande. Andelen äldre väntas öka globalt, och sjuksköterskor kommer att behövas för att kunna ge god vård och omsorg. Det finns en risk att äldre som lidande och sårbara människor kan komma att bli osynliga på grund av den alltmer effektiva och tekniska vården. En vårdande kultur och relation som främjar delaktighet, välbefinnande och värdighet för äldre människor och det är viktigt med forskning inom området för att öka kvaliteten i vårdandet. För att kunna bidra till äldre människors välbefinnande och värdighet i vård och omsorg, föreslår vi en tillämpning av Erikssons caritativa teori. Syftet med denna rapport är att med stöd av Erikssons caritativa teori skapa en modell som främjar äldre människors värdighet och välbefinnande för en god omsorg.The trend is that people are living longer, leading to major challenges in ensuring their health and well-being. The proportion of older people is expected to increase, globally, and nurses will be required to care for them. There is a risk that older people as suffering and vulnerable human beings will be invisible due to the increasingly effective and technical care. A caring culture and relationship should be prioritized and developed to promote participation, well-being and dignity for older people, and it is important with research in the field for increased quality in healthcare. In order to contribute to the well-being and dignity for older people in healthcare, we propose the application of Eriksson's caritative theory. The aim of this report is to create, with the support of Katie Eriksson's caritative theory, a model that promotes the dignity and well-being for older people for good caring

Learning Through Reflection : The Portfolio Method As A Tool To Promote Work-Integrated Learning In Higher Education

Students need to develop meta-reflection to strengthen their learning process and to be able to manage the continuous changes encountered both higher education and in workplaces. Reflection is the most important for achieving progress within work integrated learning. For students to develop meta-reflection and achieve progression within work integrated learning, they need a systematic structure and conscious tools. The Portfolio method can be one of those tools.In this article we are going to discuss, from a theoretical standpoint, how teachers can develop a better structure for students so that they can strengthen their learning-process and progression of work integrated learning in higher education during internships which in turn promote lifelong learning. This progression of work integrated learning will be discussed in relation to the “WIL4U” model together with examples of reflection questions, learning outcomes, learning activities and examination forms. The “WIL4U” model was developed from the “AIL 4E (DUCATION)” model created by Bernhardsson, Gellerstedt and Svensson.The purpose of this conceptual discussion article is to highlight the portfolio method as a structure and tool for progress work integrated learning by reflection.With support of the portfolio method, the students can develop their ability to make well-balanced, and reflected choices in planning actions for work integrated learning. This requires well-developed self-regulation and the ability to meta-cognition and systematic meta-reflection to evaluate the effects of various actions. The portfolio method can also improve the reflection-process to develop the student's ability to emphasize strengths and increase the ability to achieve the learning outcomes in higher education

Scaffolding for learning and establishing a professional identity : A qualitative descriptive study of nursing students’ experiences of learning with a student-centered supervision model based on patient-oriented care during clinical placement

The nursing profession is close to clinical practice and vital to the student’s professional development. Innovative learning activities and models are sought to improve clinical placements. A student-centered supervision model based on patient-oriented care was introduced in a medical ward. The aim of this study was to describe nursing students’ experiences of learning with a student-centered supervision model based on patient-oriented care during their clinical placement. A qualitative descriptive study involving interviews with 12 nursing students analyzed through inductive qualitative content analysis was conducted in accordance with COREQ. The findings revealed that the nursing students viewed learning as personal, knowledge, and professional development. Their learning experiences can be seen as a process in which the scaffolding is gradually reduced in line with each student’s ability to act independently and establish a professional identity. The model can enhance structure and support in the practice setting to maximize learning.CC BY 4.0</p