Healthcare Professionals’ Perceptions of Function-Focused Care Education for Nursing Home Practitioners

• Published in: International journal of environmental research and public health Vol. 18; no. 14; p. 7587
• Main Authors: Lee, Su-Jung, Park, Min-Sun, Chang, Sung-Ok
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 16-07-2021; MDPI
• Subjects: Activities of daily living; Aging; Caregivers; Cognition; Cognitive ability; Content analysis; Cooperation; Data interpretation; Education; Focus groups; Health care; Interdisciplinary aspects; Intervention; Interviews; Learning; Long term health care; Medical personnel; Memory; Motivation; Nurses; Nursing homes; Older people; Perceptions; Population; Systematic review; Therapists; South Korea
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph18147587

A nursing home (NH) care environment necessitates a shared cognition-based education model that maintains effective function-focused care (FFC). This study’s aim was to explore healthcare professionals’ perceptions of function-focused care education for the development of an education model using a shared mental model (SMM) in NHs. Semi-structured interviews with 30 interdisciplinary practitioners from four different professions (nurses, physical therapists, occupational therapists, and social workers) and focus group interviews with 12 experts were conducted. Data were analyzed using content analysis, and the education model development was guided by the shared mental models for data interpretation and formation. Our FFC interdisciplinary educational model incorporates four key learning components: learning contents, educational activities, educational goals/outcome, and environment, and four types of SMMs: team, task, team interaction, and equipment. As for educational contents, a team’s competencies with FFC were found to be team knowledge (physical and psychosocial functional care), team skills to perform FFC successfully (motivation, coaching and supporting, managing discomfort), and team attitude (possessing philosophy perceptions regarding FFC). As for learning outcomes, the shared cognition-based education model suggests not only the evaluation of practitioners, but also the assessment of residents’ aspects.