The Role and Timing of Palliative Care in Supporting Persons with Intellectual Disability and Advanced Dementia
In: Journal of applied research in intellectual disabilities: JARID, Band 24, Heft 3, S. 189-198
ISSN: 1468-3148
4 Ergebnisse
Sortierung:
In: Journal of applied research in intellectual disabilities: JARID, Band 24, Heft 3, S. 189-198
ISSN: 1468-3148
In: Journal of policy and practice in intellectual disabilities: official journal of the International Association for the Scientific Study of Intellectual Disabilities, Band 7, Heft 2, S. 143-152
ISSN: 1741-1130
In: Journal of policy and practice in intellectual disabilities: official journal of the International Association for the Scientific Study of Intellectual Disabilities, Band 6, Heft 4, S. 267-275
ISSN: 1741-1130
AbstractGenerally, staff working in settings that provide care for adults with intellectual disabilities (ID) have not received specific education with respect to extended care for terminal illnesses or late‐stage dementia. Equally, staff working in specialist palliative care often are not familiar with the unique issues of supporting persons with intellectual disabilities affected by dementia. To understand care concerns with respect to supporting persons with ID and advanced dementia, and to develop, deliver, and evaluate an educational intervention with staff in ID settings and specialist palliative care services, 14 focus group interviews were conducted with staff across six ID services and one specialist palliative care provider in the greater Dublin (Ireland) area. Qualitative descriptive analysis resulted in the emergence of key themes and formed the development of an educational intervention. Pre‐ and posttest questionnaires assessed responses to a pilot delivery of the educational intervention. Formal feedback from staff indicated that the educational intervention was highly valued and addressed key training concerns. They agreed that the training supported "aging in place," and the preparation for a "good death" including support for staff, peers, and family in their grief and bereavement. An educational intervention in the form of a trainer manual was produced to support cross‐service system in‐service training on issues of addressing advanced dementia in persons with ID.
In: Selected Rand abstracts: a guide to RAND publications, Band 20, Heft 3
ISSN: 1091-3734
Sixty nurses from five countries (Canada, India, Ireland, Japan, and Korea) took part in 11 focus groups that discussed the question: Do you consider your work meaningful? Fostering meaning and mentorship as part of the institutional culture was a central theme that emerged from the discussions. In this article, we begin with a background discussion of meaning and meaningful work as presented in the literature related to existentialism and hardiness. Next, we describe the method and analysis processes we used in our qualitative study asking how nurses find meaning in their very challenging work and report our findings of four themes that emerged from the comments shared by nurses, specifically relationships, compassionate caring, identity, and a mentoring culture. After offering a discussion of our findings and noting the limitations of this qualitative study, we conclude that nursing leaders and a culture of mentorship play an important role in fostering meaningful work and developing hardy employees.