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Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study
OBJECTIVES: Developing an informed and effective workforce that provides effective and ethical care to people with dementia and their families is an international priority. Here we explore the impact of a novel approach on students of adult nursing. It involved engagement with people with dementia a...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9292404/ https://www.ncbi.nlm.nih.gov/pubmed/33098137 http://dx.doi.org/10.1002/gps.5452 |
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author | Grosvenor, Wendy Gallagher, Ann Banerjee, Sube |
author_facet | Grosvenor, Wendy Gallagher, Ann Banerjee, Sube |
author_sort | Grosvenor, Wendy |
collection | PubMed |
description | OBJECTIVES: Developing an informed and effective workforce that provides effective and ethical care to people with dementia and their families is an international priority. Here we explore the impact of a novel approach on students of adult nursing. It involved engagement with people with dementia and their carers over 3 years in the Time for Dementia Programme. This research explored students' perceptions of their professional learning and practice. METHODS: A longitudinal, constructivist grounded theory approach in three phases (3 years) was used. In‐depth interviews were conducted with 12 students of adult nursing following visits with older adults with dementia and their carers in their own homes at 12 months, 24 months and at 36 months. A constant comparative analysis of transcribed interviews was completed. RESULTS: A new theory of Whole Sight was identified as representing the impact of the learning that occurred as a consequence of relational learning visits. The core category of New Ways of Seeing dementia represented a broadening of students' views of dementia that encompassed the person's lives and relationships. This led to a person‐centred shift in students' practice. The data suggest that Time for Dementia can help students to be active in their contribution to care and serve as change agents in transforming dementia care. CONCLUSIONS: The theory of Whole Sight that emerged is a novel and useful contribution to the evidence on community‐based educational initiatives. Visiting people with dementia and their carers at home in training can help develop a workforce that meets their needs. |
format | Online Article Text |
id | pubmed-9292404 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-92924042022-07-20 Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study Grosvenor, Wendy Gallagher, Ann Banerjee, Sube Int J Geriatr Psychiatry Research Articles OBJECTIVES: Developing an informed and effective workforce that provides effective and ethical care to people with dementia and their families is an international priority. Here we explore the impact of a novel approach on students of adult nursing. It involved engagement with people with dementia and their carers over 3 years in the Time for Dementia Programme. This research explored students' perceptions of their professional learning and practice. METHODS: A longitudinal, constructivist grounded theory approach in three phases (3 years) was used. In‐depth interviews were conducted with 12 students of adult nursing following visits with older adults with dementia and their carers in their own homes at 12 months, 24 months and at 36 months. A constant comparative analysis of transcribed interviews was completed. RESULTS: A new theory of Whole Sight was identified as representing the impact of the learning that occurred as a consequence of relational learning visits. The core category of New Ways of Seeing dementia represented a broadening of students' views of dementia that encompassed the person's lives and relationships. This led to a person‐centred shift in students' practice. The data suggest that Time for Dementia can help students to be active in their contribution to care and serve as change agents in transforming dementia care. CONCLUSIONS: The theory of Whole Sight that emerged is a novel and useful contribution to the evidence on community‐based educational initiatives. Visiting people with dementia and their carers at home in training can help develop a workforce that meets their needs. John Wiley and Sons Inc. 2020-11-11 2021-04 /pmc/articles/PMC9292404/ /pubmed/33098137 http://dx.doi.org/10.1002/gps.5452 Text en © 2020 The Authors. International Journal of Geriatric Psychiatry published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Articles Grosvenor, Wendy Gallagher, Ann Banerjee, Sube Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study |
title | Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study |
title_full | Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study |
title_fullStr | Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study |
title_full_unstemmed | Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study |
title_short | Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study |
title_sort | reframing dementia: nursing students' relational learning with rather than about people with dementia. a constructivist grounded theory study |
topic | Research Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9292404/ https://www.ncbi.nlm.nih.gov/pubmed/33098137 http://dx.doi.org/10.1002/gps.5452 |
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