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Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care
BACKGROUND: Evidence-informed care to support seniors is based on strong knowledge and skills of nursing assistants (NAs). Currently, there are insufficient NAs in the workforce, and new graduates are not always attracted to nursing home (NH) sectors because of limited exposure and lack of confidenc...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Canadian Geriatrics Society
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5383402/ https://www.ncbi.nlm.nih.gov/pubmed/28396705 http://dx.doi.org/10.5770/cgj.20.238 |
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author | Boscart, Veronique M. d’Avernas, Josie Brown, Paul Raasok, Marlene |
author_facet | Boscart, Veronique M. d’Avernas, Josie Brown, Paul Raasok, Marlene |
author_sort | Boscart, Veronique M. |
collection | PubMed |
description | BACKGROUND: Evidence-informed care to support seniors is based on strong knowledge and skills of nursing assistants (NAs). Currently, there are insufficient NAs in the workforce, and new graduates are not always attracted to nursing home (NH) sectors because of limited exposure and lack of confidence. Innovative collaborative approaches are required to prepare NAs to care for seniors. METHODS: A 2009 collaboration between a NH group and a community college resulted in the Living Classroom (LC), a collaborative approach to integrated learning where NA students, college faculty, NH teams, residents, and families engage in a culture of learning. This approach situates the learner within the NH where knowledge, team dynamics, relationships, behaviours, and inter-professional (IP) practice are modelled. RESULTS: As of today, over 300 NA students have successfully completed this program. NA students indicate high satisfaction with the LC and have an increased intention to seek employment in NHs. Faculty, NH teams, residents, and families have increased positive beliefs towards educating students in a NH. CONCLUSION: The LC is an effective learning approach with a positive and high impact learning experience for all. The LC is instrumental in contributing to a capable workforce caring for seniors. |
format | Online Article Text |
id | pubmed-5383402 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Canadian Geriatrics Society |
record_format | MEDLINE/PubMed |
spelling | pubmed-53834022017-04-10 Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care Boscart, Veronique M. d’Avernas, Josie Brown, Paul Raasok, Marlene Can Geriatr J Systemic Reviews/Meta-Analysis BACKGROUND: Evidence-informed care to support seniors is based on strong knowledge and skills of nursing assistants (NAs). Currently, there are insufficient NAs in the workforce, and new graduates are not always attracted to nursing home (NH) sectors because of limited exposure and lack of confidence. Innovative collaborative approaches are required to prepare NAs to care for seniors. METHODS: A 2009 collaboration between a NH group and a community college resulted in the Living Classroom (LC), a collaborative approach to integrated learning where NA students, college faculty, NH teams, residents, and families engage in a culture of learning. This approach situates the learner within the NH where knowledge, team dynamics, relationships, behaviours, and inter-professional (IP) practice are modelled. RESULTS: As of today, over 300 NA students have successfully completed this program. NA students indicate high satisfaction with the LC and have an increased intention to seek employment in NHs. Faculty, NH teams, residents, and families have increased positive beliefs towards educating students in a NH. CONCLUSION: The LC is an effective learning approach with a positive and high impact learning experience for all. The LC is instrumental in contributing to a capable workforce caring for seniors. Canadian Geriatrics Society 2017-03-31 /pmc/articles/PMC5383402/ /pubmed/28396705 http://dx.doi.org/10.5770/cgj.20.238 Text en © 2017 Author(s). Published by the Canadian Geriatrics Society. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial No-Derivative license (http://creativecommons.org/licenses/by-nc-nd/2.5/ca/), which permits unrestricted non-commercial use and distribution, provided the original work is properly cited. |
spellingShingle | Systemic Reviews/Meta-Analysis Boscart, Veronique M. d’Avernas, Josie Brown, Paul Raasok, Marlene Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care |
title | Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care |
title_full | Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care |
title_fullStr | Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care |
title_full_unstemmed | Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care |
title_short | Changing the Impact of Nursing Assistants’ Education in Seniors’ Care: the Living Classroom in Long-Term Care |
title_sort | changing the impact of nursing assistants’ education in seniors’ care: the living classroom in long-term care |
topic | Systemic Reviews/Meta-Analysis |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5383402/ https://www.ncbi.nlm.nih.gov/pubmed/28396705 http://dx.doi.org/10.5770/cgj.20.238 |
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