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Journal articles on the topic 'Aged care education'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

Kent, Fiona, Wendy Nickson, Elizabeth Molloy, and Jennifer Keating. "Expanding aged care clinical education." Clinical Teacher 13, no. 2 (June 3, 2015): 152–55. http://dx.doi.org/10.1111/tct.12350.

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2

Myers, Jane E. "Education and training of aged-care providers." Disability and Rehabilitation 16, no. 3 (January 1994): 171–80. http://dx.doi.org/10.3109/09638289409166293.

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3

Moloney, C., and M. Taylor. "ACCERT: Aged Care Community Education Research Training." International Journal of Evidence-Based Healthcare 11, no. 3 (September 2013): 236–37. http://dx.doi.org/10.1097/01258363-201309000-00053.

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Corlis, Megan, Kate Barnett, Helen Loffler, Esther May, Susan Gilbert-Hunt, and Jan Van Emden. "Partnering to provide interprofessional education in aged care." Journal of Interprofessional Education & Practice 17 (December 2019): 100277. http://dx.doi.org/10.1016/j.xjep.2019.100277.

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Reymond, Liz, Fiona J. Israel, and Margaret A. Charles. "A residential aged care end-of-life care pathway (RAC EoLCP) for Australian aged care facilities." Australian Health Review 35, no. 3 (2011): 350. http://dx.doi.org/10.1071/ah10899.

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The objective of this study was to develop, implement and evaluate an end-of-life (terminal) care pathway and associated infrastructure suitable for Australian residential aged care facilities that improves resident and health system outcomes. The residential aged care end-of-life care pathway was developed by a multidisciplinary collaboration of government and non-government professionals and incorporated best clinical management for dying residents to guide care and increase palliative care capacity of generalist staff. Implementation included identifying and up-skilling Link Nurses to champion the pathway, networking facilities with specialist palliative care services, delivering education to generalists and commencing a Palliative Care Medication Imprest System in each facility. The primary outcome measure for evaluation was transfer to hospital; secondary measures included staff perceived changes in quality of palliative care provided and family satisfaction with care. Results indicated that the pathway, delivered within a care framework that guides provision of palliative care, resulted in improved resident outcomes and decreased inappropriate transfers to acute care settings. What is known about the topic? Residential aged care facilities (RACFs) are the hospices of today. Many RACF staff are not confident in the delivery of high quality palliative care, resulting in inappropriate transfers of dying residents to acute care facilities. Needs-based palliative care pathways are being used increasingly to direct care in a variety of healthcare environments. What does this paper add? Provides the first evidence in Australia that a residential aged care end-of-life care pathway (RAC EoLCP) improves outcomes of care for dying residents and results in fewer residents being inappropriately transferred to acute care facilities. What are the implications for practitioners? Use of the RAC EoLCP will improve resident and health system outcomes by guiding the delivery of high quality palliative care and improving the palliative care capacity of generalist health providers.

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Somerville, Margaret. "Becoming‐worker: vocational training for workers in aged care." Journal of Vocational Education & Training 58, no. 4 (December 2006): 471–81. http://dx.doi.org/10.1080/13636820601005818.

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Koppala, Ravi Babu, Sherry P. Mathew, and Seema Ramesh Chawan. "Need for Aged Care Hubs." Research in Health Science 5, no. 3 (June 22, 2020): p1. http://dx.doi.org/10.22158/rhs.v5n3p1.

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Background: The present study was undertaken to access the current availability and utilization of health care services by geriatric population and to find the need for specialized geriatric care hubs.Methods: This is questionnaire-based survey conducted among 300 subjects of geriatric population for a period of 3 months in Bengaluru hospital set-up.Results: Majority of study subjects were belonged to age group of 60-75 years. 81% were married; while 1.30% un-married, 2.30% divorced, 15.30% were widow. Majority of study subjects in our study, i.e., 30.30% were graduates followed by 28.70% and 15.70% were completed secondary and primary school level education respectively. While only 7.70% subjects were post graduates. However, 17.70% subjects were found to be illiterate in our study. We found 52% of study subjects were dependent for their financial requirements. Chi-square test showed significant association between health and medical care facilities with age (c2-31.24; p-0.002). 98% preferred to have separate specialized geriatric care hospitals in their respective area of residence with no significant association (c2=5.20; p-0.51). We found significant association between source of information and awareness of geriatric care facilities (c2=18.96; p-0.026). We found that 36% of subjects reckoned that application of information technology was helpful in geriatric care. Whereas, still majority of study subjects, i.e., 61% were not at all aware of information technology applications in geriatric (c2-12.62; p-0.049). Conclusions: Provision of quality assured by elderly health-care hub for the elderly population is a must and is a challenge that requires joint approach and strategies. Failure to address the health needs today could develop into a costly problem tomorrow.

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Mcphail, Catherine, Victoria Traynor, Dianne Wikström, Margaret Brown, and Christine Quinn. "Improving outcomes for dementia care in acute aged care: Impact of an education programme." Dementia 8, no. 1 (February 2009): 142–47. http://dx.doi.org/10.1177/14713012090080011003.

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Mitchell, Geoffrey, Caroline Nicholson, Keith McDonald, and Anne Bucetti. "Enhancing palliative care in rural Australia: the residential aged care setting." Australian Journal of Primary Health 17, no. 1 (2011): 95. http://dx.doi.org/10.1071/py10054.

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The delivery of palliative care in residential aged care communities is challenging, even more so in rural areas due to workforce ageing and shortages. The objectives of the present study were to: (i) assess the needs of, and quality of palliative care delivered to residents of 16 residential aged care facilities in rural southern Australia; and (ii) identify the needs of care staff to facilitate the delivery of quality palliative care. A cross-sectional survey of all residents, assessing the degree of functional limitation, stage of palliative care, and the presence of several quality indicators was conducted. Separate focus groups of care staff and relatives of residents sought information on the quality of care delivered, perceived strengths and weaknesses of the care delivered, and education and training needs. Quality palliative care in residential aged care facilities (RACFs) is hampered by workforce shortages, with low ratios of registered nurses, limited access to general practitioners after hours, and some communication difficulties. Some staff reported low confidence in technical and psychosocial aspects of care, especially for relatives. Relatives described mostly appropriate care, while acknowledging workload constraints. Most residents whose condition was unstable, deteriorating or terminal received advance care planning, though family expectations and unwillingness to discuss end-of-life care did tend to delay planning. Unstable residents with a reasonable prognosis were more likely to be transferred to hospital than terminally ill residents. Palliative care in participating RACFs appears to be adequate. Provision of targeted education for health care providers and implementation of protocols for advance care planning and end-of life care pathways will enhance this care.

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Greene, Kaylin M., Kathryn Hynes, and Emily A. Doyle. "Self-care among school-aged children of immigrants." Children and Youth Services Review 33, no. 5 (May 2011): 783–89. http://dx.doi.org/10.1016/j.childyouth.2010.11.023.

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Seaman, Karla L., Caroline E. Bulsara, and Rosemary D. Saunders. "Interprofessional learning in residential aged care: providing optimal care for residents." Australian Journal of Primary Health 21, no. 3 (2015): 360. http://dx.doi.org/10.1071/py14026.

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Since 2010, a residential aged care provider has been in collaboration with universities in Western Australia to deliver an interprofessional education (IPE) program in residential aged care facilities. The program takes place within a residential aged care setting where university student placements from seven disciplines are integrated into a dynamic interdisciplinary team approach for care delivery. This approach provides the opportunity for two or more professionals to learn together to provide optimal care for residents. In 2012, an extensive research evaluation was performed to demonstrate, among other outcomes, the benefits to the residents and staff involved in the program. Residents, family members and staff from a residential aged care facility were invited to participate in the mixed methods evaluation. The qualitative aspects were digitally recorded, transcribed and thematically analysed. SPSS (SPSS Inc., Chicago, IL, USA) was used to analyse the quantitative data. All were exceptionally satisfied with the IPE program.

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MA, Lindeman, Black K, Smith R, Gough J, Bryce A, Gilsenan B, Hill K, and Stewart A. "Changing Practice in Residential Aged Care Using Participatory Methods." Education for Health: Change in Learning & Practice 16, no. 1 (March 1, 2003): 22–31. http://dx.doi.org/10.1080/1357628031000066651.

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Goh, Anita M. Y., Samantha M. Loi, Alissa Westphal, and Nicola T. Lautenschlager. "Person-centered care and engagement via technology of residents with dementia in aged care facilities." International Psychogeriatrics 29, no. 12 (August 8, 2017): 2099–103. http://dx.doi.org/10.1017/s1041610217001375.

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ABSTRACTTouchscreen technology (TT) is a resource that can improve the quality of life of residents with dementia, and care staff, in residential aged care facilities (RACF) through a person-centered care approach. To enable the use of TTs to engage and benefit people with dementia in RACFs, education is needed to explore how these devices may be used, what facilitates use, and how to address barriers. We sought to provide education and explore RACF staff views and barriers on using TT to engage their residents with dementia. An educational session on using TT with residents with dementia was given to staff from three long-term RACFs in Melbourne, Australia. A cross-sectional convenience sample of 17 staff members (personal care attendants, registered nurses, enrolled nurses, allied health clinicians, and domestic staff) who attended were administered questionnaires pre- and post-sessions. As a result of the education seminar, they were significantly more confident in their ability to use TT devices with residents. TT, and education to staff about its use with residents with dementia, is a useful strategy to enhance RACF staff knowledge and confidence, thereby enhancing the use of technology in RACFs in order to improve care standards in people with dementia.

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Foster, Pamela, Deborah Payne, and Stephen Neville. "An exploration of how nurse education practices may influence student nurses’ perception of working in aged care as a registered nurse: A Foucauldian discourse analysis." Nursing Praxis Aotearoa New Zealand 38, no. 2 (July 2022): 23–31. http://dx.doi.org/10.36951/27034542.2022.10.

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In Aotearoa New Zealand, fewer than two percent of graduating nurses identify aged care as a preferred employment option. Influences contributing to this statistic are multifactorial, ranging from societal norms and values, to health, education and economic policies. In this article, we argue that undergraduate nurse education is a contributor to this issue by constructing working in aged care as having lower status or less value than working in other health care areas. Foucauldian discourse analysis permitted us to examine this issue by exploring the dominant discourses being deployed in relation to clinical experience in aged care. Data were collected through semi-structured interviews with 10 senior academic staff members from Aotearoa New Zealand tertiary institutions. Interview data were analysed and revealed how a ‘nurse education discourse’ and a ‘work ready discourse’, were shaping perceptions of aged care as a clinical experience in a variety of ways. These two discourses constructed aged care either: as a convenient learning space for developing foundation skills, or as a learning space to access only when other more desirable spaces were unavailable. Aged care was also promoted as a place of employment for the less able nursing student on graduation. Findings suggest that how and why aged care is utilised as a space to learn a range of nursing skills has the unintended effect of devaluing and discouraging employment in aged care settings. This article argues there is a collective need to go beyond curricula and uncover what is actually conveyed through the educational process to students about working in aged care.

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Simoncini, Kym, Nerina Caltabiano, and Michelle Lasen. "Young School-Aged Children's Behaviour and their Care Arrangements after School." Australasian Journal of Early Childhood 37, no. 1 (March 2012): 108–18. http://dx.doi.org/10.1177/183693911203700113.

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Martins, Jo M., and Godfrey Isouard. "Managers of Aged Care Residential Services: 2006-2016." Asia Pacific Journal of Health Management 14, no. 1 (April 15, 2019): 68. http://dx.doi.org/10.24083/apjhm.v14i1.213.

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Purpose : Aged care Australia is going through a transformation reform to respond to the growing number of aged people in need of support in daily living. In this context, this article provides analyses of the number and characteristics of managers of aged care residential services in relation to number of aged people, residents of aged care facilities and people employed in them. Methodology/Design: Design of the analyses follows specifications provided by the authors for tabulations prepared by the Australian Bureau of Statistics (ABS) from the censuses of population conducted by ABS in 2006 and 2016. Analysis : Analysis of changes of the number of managers of aged care residential facilities against the number of aged people, residents of aged care facilities, and people employed in them. Further, the analyses examine changes in the age and sex of managers, their category, field and level of education, weekly income, hours worked, marital status, country of birth and indigenous status. Findings: There was a large increase in the number of employees and managers per resident, and a stable ratio of managers per employees. While the proportion of female managers declined, the average age of managers increased slightly. Both the fields and level of education remained similar in the decade. The average income of managers was similar as that in all industries in 2016, with a larger increase during the decade than in all industries. Average hours worked remained about the same. The same applied to marital status. The proportion of Australia-born managers declined while that of managers born in Asia rose substantially. The proportion of indigenous managers about doubled during the decade. Implications: Relevance to those concerned with the evolving transformation of aged care in Australia and those interested with management training of the growing number of managers of aged care residential services.

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Marriott-Statham, Kelly, Maria Mackay, Ngaire Brennan, and Jacinta Mackay. "Empowering aged care nurses to deliver person-centred care: Enabling nurses to shine." Nurse Education in Practice 31 (July 2018): 112–17. http://dx.doi.org/10.1016/j.nepr.2018.05.014.

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Peterson, Raymond, Marcia Hakendort, and Tony Guscott. "Improving Aged Care Education for Australian Rural Nurses Using Problem-Based Learning." Journal of Continuing Education in Nursing 30, no. 3 (May 1999): 120–27. http://dx.doi.org/10.3928/0022-0124-19990501-08.

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Marles, Kirsty, Jennifer Lawrence, Margo Brewer, Rosemary Saunders, and Fiona Lake. "Interprofessional Education in the Residential Aged Care Setting: A Case Study Approach." International Journal of Aging and Society 1, no. 4 (2012): 15–26. http://dx.doi.org/10.18848/2160-1909/cgp/v01i04/35189.

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Lawlis, Tanya, Alison Wicks, Maggie Jamieson, Amy Haughey, and Laurie Grealish. "Interprofessional education in practice: Evaluation of a work integrated aged care program." Nurse Education in Practice 17 (March 2016): 161–66. http://dx.doi.org/10.1016/j.nepr.2015.11.010.

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Edwards, Helen, Helen Chapman, Elizabeth Forster, Deanne Gaskill, Paul Morrison, and Fran Sanders. "Challenges associated with implementing an education program in a residential aged care setting." Australian Health Review 26, no. 3 (2003): 107. http://dx.doi.org/10.1071/ah030107.

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The link between independence and well-being of older people in residential care is well established. This paper reportssome challenges encountered during implementation of an education program designed to assist nursing staff to adoptan independence-supporting model of residential care. The education program was part of a larger project aimed atdeveloping an example of best practice in supported care which promotes independence, well-being and communitylinkages. Implementation of the program created many interesting challenges which were overcome by strategies andfacilitating forces such as support from management and some staff, and the collaborative nature of the project. Positiveoutcomes of the education program included increased awareness of, and change in, practice; increased staff-residentinteraction; and increased encouragement for residents to be independent and to engage with the wider community.Moreover, a facilitator manual - Promoting Independence: A Learning Resource for Aged Care Workers wassubsequently developed so that the program can be implemented in aged care facilities elsewhere.

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Meyer, Claudia, Arti Appannah, Sally McMillan, Colette Browning, and Rajna Ogrin. "Diversity training evaluation for community aged care: Tool development." Nurse Education in Practice 45 (May 2020): 102796. http://dx.doi.org/10.1016/j.nepr.2020.102796.

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Wise, Sarah. "Staffing policy in aged care must look beyond the numbers." Australian Health Review 44, no. 6 (2020): 829. http://dx.doi.org/10.1071/ah20312.

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The COVID-19 pandemic has highlighted an aged care system struggling to meet the needs of vulnerable Australians. Staffing levels and skill mix in aged care have declined, whereas the health and social needs of an older and more clinically complex population have risen. Increasing staff and improving personal care workers’ skills and education are essential steps to quality aged care in Australia, but it will not be possible without funding models that foster secure employment, development opportunities and long-term career pathways.

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López-Núñez, Benjamín, Jolanta Aleksejūnienė, and María del Carmen Villanueva-Vilchis. "School-Based Dental Education for Improving Oral Self-Care in Mexican Elementary School–Aged Children." Health Promotion Practice 20, no. 5 (April 11, 2019): 684–96. http://dx.doi.org/10.1177/1524839919840342.

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Aim. To test the efficiency and acceptance of school-based dental education for improving oral self-care in Mexican elementary school–aged children. Method. A total of 408 students from 4 schools were examined at the baseline, 3 months (follow-up rate was 94%) and 6 months observations (follow-up rate 91%). Group 1 served as a control, Group 2 received a lecture-based education, and Group 3 consisted of trained peer-leaders who educated their peers. Oral self-care practice and oral self-care skills were assessed at the baseline and both follow-ups. A number of sociodemographic and oral health behavior/knowledge characteristics were tested as predictors of oral self-care outcomes at different observation periods. Results. Oral self-care outcomes improved in Groups 2 and 3, but not in the control group. The selected child population, their caregivers and teachers perceived the school-based educational strategy as important and necessary. There was no consistent pattern of predictors explaining variations in oral self-care outcomes at any of the observation periods. Oral self-care improvement observed at the 6 months observation was mainly predicted by the baseline oral self-care levels, dental education, and age. Conclusions. The school-based dental education was easy to implement, and it was effective for improving children’s oral self-care practice and skills.

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Annear, Michael J., Fumi Nagasawa, Kano Terawaki, Fuyuko Nagarekawa, Xin Gao, and Junko Otani. "Educational needs of Japan’s dementia care workforce: results of a national online survey." International Journal of Ageing and Later Life 11, no. 2 (October 30, 2017): 35–60. http://dx.doi.org/10.3384/ijal.1652-8670.17340.

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Dementia prevalence is increasing in Japan commensurate with population ageing. This study addresses the paucity of research concerning the dementia education needs of Japanese health workers who care for older adults. A random sample of 117 aged care workers was generated from government lists of institutions and services across eight regions of Japan. Volunteer respondents completed an online survey concerning perceptions of dementia, professional educational needs and demographic information. Japanese aged care workers identified a high prevalence of dementia among their clients and acknowledged the value of professional education; however, they only reported moderate levels of dementia knowledge and confidence with care provision. Educational preferences included learning about non-pharmacological treatments for behavioural and psychological symptoms of dementia, workshop and mentor-based programmes, and incentivising education through formal certification and targeting content to professions. This research may inform the development of educational interventions for aged care workers, which may ultimately affect care for people with dementia.

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Aberdeen, Sue, and Jocelyn Angus. "A Systematic Approach to Curricula Development for Aged-Care Leadership." Educational Gerontology 31, no. 6 (June 2005): 481–97. http://dx.doi.org/10.1080/03601270590928198.

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Luong, Thuy, and Nguyen Thi Thu Ha. "Impact of Supportive Resources on Middle-Aged Women's Self-Care Activities: A Study in The Vietnamese Context." Asian Social Work Journal 6, no. 5 (October 16, 2021): 25–32. http://dx.doi.org/10.47405/aswj.v6i5.189.

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Addressing the fact that studies on self-care of Vietnamese middle-aged women remain scarse, our presenting study aims to investigate the relationship between supportive resources utilized by Vietnamese middle-aged women and their types of self-care. Data were collected from survey interview with 512 middle-aged women (aged from 40 to 60 years old) in Hanoi city and Quang Ninh province. A series of linear regression was performed on the six types of self-care, including: physical care, supportive relationships, mindful awareness, self-compassion & purpose, mindful relaxation, and supportive structure. Three types of supportive resources and other covariates (age, education, and residence area) were entered into these models as key predictors. The study results show that the use of different level of resources was associated with different types of self-care practice. The use of micro-resource system significantly predicted all six types of self-care among Vietnamese middle-aged women. The mesenchymal and peripheral resource systems significantly predicted physical care only among Vietnamese middled-age women. The macro resource system was significantly associated with the practice of mind-relaxing and supportive structure. In addition, people who were older, had better education and lived in urban areas tended to participate more in physical care. Women with a higher education level and living in urban areas were predicted to utilize more supportive relationships and mindful relaxation. Women living in urban areas, having a higher level of education practiced mindful relaxation significantly more than their counterparts. Using more supportive structure was significantly more among women living in urban areas, in older age groups and having higher education levels. The key findings suggest the promotion of active support from the micro-level system, as well as advocate for social policy development to help less privileged groups of women access and use mezzo and macro resources more effectively.

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Jeon, Yun-Hee, Janelle Govett, Lee-Fay Low, Lynn Chenoweth, Georgene Mcneill, Anne Hoolahan, Henry Brodaty, and Daniel O’Connor. "Care planning practices for behavioural and psychological symptoms of dementia in residential aged care: A pilot of an education toolkit informed by the Aged Care Funding Instrument." Contemporary Nurse 44, no. 2 (June 2013): 156–69. http://dx.doi.org/10.5172/conu.2013.44.2.156.

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Gottfried, Michael A. "The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities." Teachers College Record: The Voice of Scholarship in Education 119, no. 2 (February 2017): 1–37. http://dx.doi.org/10.1177/016146811711900207.

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Background/Context Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of attending the latter. To compound this, no research has considered how attending CBC-K is associated with early outcomes for children with disabilities. Purpose/Objective/Research Question/Focus of the Study There were four research questions: 1. Do kindergarten academic outcomes differ for children with disabilities who did and did not attend CBC-K? 2. Do kindergarten socioemotional outcomes differ for children with disabilities who did and did not attend CBC-K? 3. Do these relationships differ by disability? 4. Do these relationships differ by socioeconomic status (SES)? Population/Participants/Subjects This study utilizes data from the newly released Early Childhood Longitudinal Study – Kindergarten Class of 2011, which represents the most contemporary national-level data available to study these research questions. Research Design This study examined two sets of outcomes. The first set included reading and math achievement. The second set included socioemotional scales based on both teacher and parent ratings of child behavior. These outcomes were regressed on a measure for having attended CBC-K as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings The results based on the first and second research questions indicated that for children with disabilities, there was a negative association between attending CBC-K and academic and socioemotional measures compared to not attending CBC-K. As for the third research question, children with emotional or learning/communication disabilities had the largest observed negative association with the set of outcomes from having attended CBC-K (along with children with developmental delays when considering achievement outcomes) compared to children from the same groups who did not attend CBC-K. As for the fourth research question, there was little difference of attending versus not attending CBC-K by SES. Conclusions/Recommendations When considering transitions into kindergarten, attending CBC-K certainly appears to have an effect, albeit negative for both children with and without disabilities. Having documented these patterns, this study helped to provide a well-rounded portrait into how center-based care affects outcomes for school-aged children.

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Choy, Sarojni, and Amanda Henderson. "Preferred strategies for workforce development: feedback from aged care workers." Australian Health Review 40, no. 5 (2016): 533. http://dx.doi.org/10.1071/ah15116.

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Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely ‘episodic’, based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers’ advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.

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Robinson, Andrew, Sharon Andrews-Hall, Katrina Cubit, Matthew Fassett, Louise Venter, Brett Menzies, and Linda Jongeling. "Attracting students to aged care: The impact of a supportive orientation." Nurse Education Today 28, no. 3 (April 2008): 354–62. http://dx.doi.org/10.1016/j.nedt.2007.06.010.

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Dai, Yunyun, Jia Zhao, Shenmei Li, Chaochao Zhao, Yan Gao, and Claire Elizabeth Johnson. "Caregivers’ Dementia Knowledge and Care Approach in Residential Aged Care Facilities in China." American Journal of Alzheimer's Disease & Other Dementiasr 35 (January 1, 2020): 153331752093709. http://dx.doi.org/10.1177/1533317520937096.

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Objective: To investigate the dementia knowledge and care approach used by caregivers in residential aged care facilities (RACFs) in China. Method: A cross-sectional survey of 785 caregivers from a random sample of 34 RACFs in China. Caregivers’ knowledge and care approach were assessed using the Chinese version of the Dementia Knowledge Assessment Tool 2 and Advanced Dementia Care Questionnaire. Results: The majority of caregivers showed limited knowledge of dementia and tended not to adopt a person-centered approach to care. Educational level, dementia care training, and years of work experience were positively associated with dementia knowledge. Educational level and years of work experience were also associated with a person-centered approach to care. Conclusions: This study provides insight into the care available to people with dementia in RACFs in China. The results suggest dementia care education programs as well as person-centered care training are urgently needed for caregivers in China.

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Lawn, Sharon, Tania Westwood, Sarah Jordans, Sara Zabeen, and Julianne O’Connor. "Support workers can develop the skills to work with complexity in community aged care: An Australian study of training provided across aged care community services." Gerontology & Geriatrics Education 38, no. 4 (February 23, 2016): 453–70. http://dx.doi.org/10.1080/02701960.2015.1116070.

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Levant, Ronald F., Susan C. Slattery, and Jane E. Loiselle. "Fathers' Involvement in Housework and Child Care with School-Aged Daughters." Family Relations 36, no. 2 (April 1987): 152. http://dx.doi.org/10.2307/583945.

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Kim, Hyemin, and Ji Min Seo. "Effects of Diabetic Foot Care Education for the Aged with Low Health Literacy." Journal of Korean Academy of Community Health Nursing 30, no. 4 (2019): 560. http://dx.doi.org/10.12799/jkachn.2019.30.4.560.

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Latta, Lis, and Jean Ross. "Exploring the impact of palliative care education for care assistants employed in residential aged care facilities in Otago, New Zealand." Sites: a journal of social anthropology and cultural studies 7, no. 2 (2010): 30–52. http://dx.doi.org/10.11157/sites-vol7iss2id155.

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Hickman, Louise D., Patricia M. Davidson, Esther Chang, and Lynn Chenoweth. "Inhospital Study: Do older people, carers and nurses share the same priorities of care in the acute aged care setting?" International Journal of Multiple Research Approaches 5, no. 1 (April 2011): 76–88. http://dx.doi.org/10.5172/mra.2011.5.1.76.

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Pham, Duc H. T., Joseph E. Ibrahim, Fiona Kitching, and Megan Bohensky. "Aged-Care Professionalsʼ and Health Care Professionalsʼ Self-Reported Impact of Printed Educational Material on Clinical Practice." Journal of Continuing Education in the Health Professions 36, no. 1 (2016): 38–45. http://dx.doi.org/10.1097/ceh.0000000000000030.

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Breen, Juanita, Barbara C. Wimmer, Chloé C. H. Smit, Helen Courtney-Pratt, Katherine Lawler, Katharine Salmon, Andrea Price, and Lynette R. Goldberg. "Interdisciplinary Perspectives on Restraint Use in Aged Care." International Journal of Environmental Research and Public Health 18, no. 21 (October 20, 2021): 11022. http://dx.doi.org/10.3390/ijerph182111022.

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Restraint use in Australian residential aged care has been highlighted by the media, and investigated by researchers, government and advocacy bodies. In 2018, the Royal Commission into Aged Care selected ‘Restraint’ as a key focus of inquiry. Subsequently, Federal legislation was passed to ensure restraint is only used in residential aged care services as the ‘last resort’. To inform and develop Government educational resources, we conducted qualitative research to gain greater understanding of the experiences and attitudes of aged care stakeholders around restraint practice. Semi-structured interviews were held with 28 participants, comprising nurses, care staff, physicians, physiotherapists, pharmacists and relatives. Two focus groups were also conducted to ascertain the views of residential and community aged care senior management staff. Data were thematically analyzed using a pragmatic approach of inductive and deductive coding and theme development. Five themes were identified during the study: 1. Understanding of restraint; 2. Support for legislation; 3. Restraint-free environments are not possible; 4. Low-level restraint; 5. Restraint in the community is uncharted. Although most staff, health practitioners and relatives have a basic understanding of restraint, more education is needed at a conceptual level to enable them to identify and avoid restraint practice, particularly ‘low-level’ forms and chemical restraint. There was strong support for the new restraint regulations, but most interviewees admitted they were unsure what the legislation entailed. With regards to resources, stakeholders wanted recognition that there were times when restraint was necessary and advice on what to do in these situations, as opposed to unrealistic aspirations for restraint-free care. Stakeholders reported greater oversight of restraint in residential aged care but specified that community restraint use was largely unknown. Research is needed to investigate the extent and types of restraint practice in community aged care.

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Glass, J. Conrad, and Mona L. Webb. "HEALTH CARE EDUCATORS’ KNOWLEDGE AND ATTITUDES REGARDING SEXUALITY IN THE AGED." Educational Gerontology 21, no. 8 (January 1995): 713–33. http://dx.doi.org/10.1080/0360127950210801.

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Zulch, Debbie, Rosemary Saunders, Judith Peters, and Julie Quinlivan. "Effectiveness of a service learning model with Allied Health Assistant students in aged care." International Journal of Training Research 14, no. 2 (May 3, 2016): 161–70. http://dx.doi.org/10.1080/14480220.2016.1203577.

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Xiao, Lily Dongxia, Shahid Ullah, Wendy Morey, Lesley Jeffers, Anita De Bellis, Eileen Willis, Ann Harrington, and David Gillham. "Evaluation of a nurse-led education program to improve cross-cultural care for older people in aged care." Nurse Education Today 87 (April 2020): 104356. http://dx.doi.org/10.1016/j.nedt.2020.104356.

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Afful, Gyimah William, Zhou Lulin, Stephen Abakah, and Erica Panin Amoah. "Impact of Health Education on Insurance on the Geriatric; A Content Analysis of Radio Health Programs ‘Mpon Te Sen’ (How is Your Health)." Advances in Social Sciences Research Journal 9, no. 10 (October 11, 2022): 36–55. http://dx.doi.org/10.14738/assrj.910.13233.

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Health education has been a critical topic of discussion nowadays in Ghana and the global community as well. Educating individuals, especially the aged, is significant and helps reduce the country's death rate. Many aged individuals have no idea about how to handle their health system and also if they do, cannot go by it themselves. This research explores the impact of health education on insurance for the aged, using a program aired on Peace FM (a radio station in Ghana) ‘Mpon te sen’ (HOW IS YOUR HEALTH) to educate both young and old. The study highlights the grievances most elderly ones share on the program. The study used qualitative content analysis to evaluate the radio program and analyzed callers’ responses to questions asked about characteristics using SPSS (version 25.0). The study, also, explored challenges and impacts on health education. Lastly, the study recommended offering proper care to older Ghanaians, and health personnel should be taught geriatric care through seminars. In aged care, bottom-up techniques should be used, with the old and their family’s concerns and opinions taken into account.

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Shrestha, Bidhya. "Mother’s Education and Antenatal Care Visits in Nepal." Tribhuvan University Journal 32, no. 2 (December 31, 2018): 153–64. http://dx.doi.org/10.3126/tuj.v32i2.24712.

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The proper use of antenatal care (ANC) visit is the first step to prevent both mother and child health. This is also one of the key components to achieve the Sustainable Development Goals by 2030. The study is an attempt to assess the relation between mother’s education and utilization of ANC services in Nepal. It is completely based on data of national representative 2016 Nepal Demographic and Health Survey that covered 2,746 currently married women, aged 15-49 years who had at least one child in the last three years preceding the survey. Logistic regression was used to analyze the effect of education on the utilization of ANC services. Results showed that a higher level of maternal education increased the chance of utilizing ANC services than those with little or no education. The importance of maternal education continued even when other socioeconomic factors are taken into account. This indicates that mother’s education contribute to increase the use of proper ANC services.

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Doyle, Colleen. "International perspectives on dementia education, training and knowledge transfer." International Psychogeriatrics 21, S1 (April 2009): S1—S2. http://dx.doi.org/10.1017/s1041610209008734.

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Dementia is on the rise and, as a result, the aged care workforce has an increasing need for up-to-date information on how to care for people living with dementia. While dementia research continues to mushroom, any research findings that have practical implications also need to be passed on to those at the coalface of dementia care as quickly as possible. This Supplement brings together a number of papers that have addressed various perspectives on dementia education, training and knowledge transfer in the U.S.A., U.K. and Australia.

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Farida, Farida, Vitri Widyaningsih, and Bhisma Murti. "The Effect of Maternal Education and Antenatal Care on Basic Immunization Completeness in Children aged 12-23 Months in Asian and African: Meta-Analysis." Journal of Maternal and Child Health 5, no. 6 (2020): 614–28. http://dx.doi.org/10.26911/thejmch.2020.05.06.02.

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Background: Immunization is a process that makes a person immune or immune to infectious diseases, usually by administering vaccines. A child is said to have received complete basic immunization if he has received one BCG immunization, three DPT-HB-Hib immunizations, four polio immunizations, and one measles immunization. This study aims to estimate the effect of maternal education and antenatal care on the provision of complete basic immunization for children aged 12-23 months in Asia and Africa by means of a meta-analysis. Subjects and Method: Meta-analyzes were performed by searching articles from the PubMed, SpringerLink, Science Direct, and Google Scholar databases. The keywords used are "immunization coverage" OR "vaccination coverage" OR "complete immunization" OR "complete vaccination" OR "full immunization" OR "full vaccination" AND children OR "child immunization" OR "child immunization coverage" AND "maternal education ”. The inclusion criteria in this study were full text articles, published in 2012-2020, using English, cross-sectional study design, the final results of the study using the adjusted odd ratio (aOR), and the study sample was children aged 12-23 months in Asia and Africa. Article analysis was performed using RevMan 5.3 software. Results: There were eleven articles analyzed in total. The results showed maternal education and antenatal care could improve the provision of complete basic immunization to children aged 12-23 months in Asia and Africa, maternal education (aOR= 1.52; 95% CI= 1.06 to 2.18; p= 0.020), I 2= 89% and care antenatal (aOR= 2.62; 95% CI= 1.84-3.72; p= 0.002), I 2= 69%. Conclusion: Maternal education and antenatal care influence the provision of complete basic immunization to children aged 12-23 months in Asia and Africa. Keywords: Maternal education, antenatal care, complete basic immunization, children 12-23 months Correspondence: Farida. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: faridariza9232@gmail.com. Mobile: 085654415292.

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McAuliffe, Linda, Michael Bauer, Deirdre Fetherstonhaugh, and Carol Chenco. "Education of residential aged care staff regarding sexuality and sexual health in later life." Journal of Clinical Nursing 25, no. 5-6 (January 29, 2016): 883–85. http://dx.doi.org/10.1111/jocn.13179.

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Price, Kay, Kate J. Kennedy, Tabatha L. Rando, Anthony R. Dyer, and Jo Boylan. "Education and process change to improve skin health in a residential aged care facility." International Wound Journal 14, no. 6 (May 26, 2017): 1140–47. http://dx.doi.org/10.1111/iwj.12772.

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Annear, Michael, Kim Walker, Peter Lucas, Amanda Lo, and Andrew Robinson. "Interprofessional education in aged-care facilities: Tensions and opportunities among undergraduate health student cohorts." Journal of Interprofessional Care 30, no. 5 (June 28, 2016): 627–35. http://dx.doi.org/10.1080/13561820.2016.1192995.

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Villar, Feliciano, Montserrat Celdrán, Josep Fabà, and Rodrigo Serrat. "Staff members’ perceived training needs regarding sexuality in residential aged care facilities." Gerontology & Geriatrics Education 38, no. 4 (February 17, 2016): 443–52. http://dx.doi.org/10.1080/02701960.2015.1127811.

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