A team education project: an evaluation of a collaborative education and practice development in a continuing care unit for older people

2001 ◽  
Vol 13 (2) ◽  
pp. 8-8
Author(s):  
John Adams
Keyword(s):  
Older People ◽  
Continuing Care ◽  
Education Project ◽  
Collaborative Education ◽  
Practice Development

Continuing Care For Older People

Physiotherapy ◽  
1998 ◽  
Vol 84 (10) ◽  
pp. 517
Author(s):  
Patricia Smith
Keyword(s):  
Older People ◽  
Continuing Care ◽  
Care For Older People

Combating agism: an imperative for contemporary health care

2001 ◽  
Vol 11 (3) ◽  
pp. 285-294 ◽  
Author(s):  
Sian Wade
Keyword(s):  
Health Care ◽  
Nursing Home ◽  
Older People ◽  
Quality Care ◽  
Acute Hospital ◽  
Continuing Care ◽  
Age Group ◽  
Age Profile ◽  
The Uk ◽  
Contemporary Health Care

The proportion of older people in the UK is increasing in relation to the population as a whole. This trend is reflected in the age profile of patients in hospital and those requiring continuing care in the community – domicilary, residential and nursing home sector. The HAS Report identified that more than 40% of patients over 65 with disability will require admission to an acute hospital over a two-year period. Ensuring appropriate, equitable and quality care for this age group is therefore a priority.

scholarly journals Knowing the person of the resident – a theoretical framework for Person-centred Practice in Long-term Care (PeoPLe)

2020 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Hanna Mayer ◽  
◽  
Brendan McCormack ◽  
Christiane Hildebrandt ◽  
Sabine Köck-Hódi ◽  
...  
Keyword(s):  
Older People ◽  
Long Term Care ◽  
Healthcare Delivery ◽  
Theoretical Framework ◽  
Term Care ◽  
Care Plans ◽  
Starting Point ◽  
Practice Framework ◽  
Practice Development

Background: Demographic change and a shift of values in society bring new challenges for the long-term care of older people, suggesting the institutional model of care should give way to one that places the person at the centre of decision making. Aim: To describe the development of a theoretical framework for person-centred practice with older people in long-term care. Development process: The framework was developed by synthesising original empirical research, existing evidence and existing theory, using an iterative and integrated approach to theory development based on a dialogical understanding of knowledge construction. The project formed part of a five-year research and practice development programme on person-centred practice in long-term care in Austria. Results: The Person-centred Practice Framework for Long-Term Care (PeoPLe) is a theoretical framework of person-centred practice, consisting of five constructs: prerequisites, practice environment, person-centred processes, fundamental principles of care, and outcome. It is dependent on the macro-context of healthcare delivery. Conclusion: PeoPLe provides a comprehensive theoretical framework for the development of person-centred practice in long-term care. The framework can be used to guide empirical inquiry, education and practice development. Implications for practice: The Person-centred Practice Framework for Long-term Care (PeoPLe) is a comprehensive theoretical framework that sets out principles for the operationalisation of person-centred practice with older people in long-term care The Fundamental Principles of Care component of the PeoPLe framework is reported to appeal to many practitioners and may serve also as a low-threshold starting point for practice development The Fundamental Principles of Care component may steer the development of person-centred processes and individual care plans with persons in care. It can, for example, be used to guide assessment, case conferences and documentation

scholarly journals Barriers to Community Integration for Older People in Malaysia: A Qualitative Study from Occupational Therapist Perspectives

2021 ◽  
Vol 6 (1) ◽  
pp. 1-8
Author(s):  
Yau Y. Hui ◽  
◽  
Nathan Vytialingam ◽  
Sangeeta K. Singh ◽  
◽  
...  
Keyword(s):  
Older People ◽  
Critical Incident ◽  
Community Integration ◽  
Occupational Therapists ◽  
Structured Interview ◽  
Occupational Therapist ◽  
Cultural Norms ◽  
Interview Guide ◽  
Therapist Perspectives ◽  
Practice Development

Introduction Existing research has addressed the importance of community integration (CI) and its benefits of dwelling in a community but has yet to address the methods and efficiency of improving these activities among older people. Thus, it is vital to understand how healthcare workers can integrate the benefits of CI among older people, especially with the use of occupational therapists (OTs). The latter are actively working to improve ageing individuals mobility within the community. Objective This study aims to identify Malaysian OTs’ perspectives on CI’s and its implication on older people. Method Occupational therapist from different states of Malaysia participated in a semi-structured interview, through a virtual medium (Zoom Cloud Meetings). The interview guide encapsulated the theory of critical incident technique (CIT). Results Thematic content analysis, over fourteen participants from 13 states of Malaysia, provided insights into CI’s barriers for older people in Malaysia. The findings revealed that multifaceted factors from an individual, organisational and socio-environmental perspective limit older people’s active CI engagement. Conclusion South-East Asia hierarchal and collectivist culture play a significant role in influencing all factors of CI. OTs must understand and incorporate appropriate cultural norms during CI practice development for the older population in Malaysia.

Semiotics Consultants (Pvt.) Limited: Framing the Collaborative Education Project

2019 ◽  
pp. 097282011984523
Author(s):  
Ehsan ul Haque ◽  
Suwaibah Mansoor
Keyword(s):  
Monitoring And Evaluation ◽  
Evaluation Tool ◽  
Framework Analysis ◽  
Original Design ◽  
Team Members ◽  
Education Project ◽  
Project Outcomes ◽  
Starting Point ◽  
Collaborative Education ◽  
And Performance

Ajmal Baig, CEO of Semiotics Consultants, a development consulting firm based in Islamabad, Pakistan is in the midst of heated debates with his team members on the evolution and performance of their currently ongoing project on education in the province of Punjab. The project, ‘Collaborative Education Project (CEP)’, is an GDA funded project for which a grant of Euro 10 million was allocated. The project was launched in 2003 and is now in its mid-term stages. During the life of the project, its Logical Framework Analysis (LFA) has been revised four times in the light of feedback from stakeholders and experience on the ground. The project team at Semiotics is reviewing and debating this journey. A robust and well thought out LFA is the starting point for any good program design and it also serves as its monitoring and evaluation tool. However, learning organisations expect that changes will be made based on ground realities and changing circumstances leading to revisions in the LFA. The key question is how much deviation from the original design is kosher. Too little and too much flexibility both have the potential to adversely impact the project outcomes.

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