Diana L. White

Intergenerational Family Support following Infant Death

The death of a child is a traumatic, nonnormative family life event. Although parental bereavement has received substantial attention, little research has focused on extended family members affected by a childs death, and still less on how multiple family members perceive and respond to one another following the loss. Guided by a life course perspective, this article examines social support between grandparents and their adult children in the aftermath of infant death. Through structured, open-ended interviews, 21 grandparents and 19 parents from 10 families described how they provided support to and received support from their intergenerational partners. Data were analyzed using a grounded theory approach. Six categories of support were identified: being present, acknowledgment, performing immediate tasks, information, unskilled support, and no support. Most support was provided by grandparents to adult children rather than from adult children to grandparents. All families reported significant support from at least one grandparent and nearly all families described ambivalent relationships that complicated support. Gender, family lineage, and family history were major influences. Multiple family perspectives about a significant life event contribute to our understanding about the intersection between individual and family life.

Direct Care Worker’s Perceptions of Job Satisfaction Following Implementation of Work-Based Learning

The purpose of this study was to understand the impact of a work-based learning program on the work lives of Direct Care Workers (DCWs) at assisted living (AL) residences. The research questions were addressed using focus group data collected as part of a larger evaluation of a work-based learning (WBL) program called Jobs to Careers. The theoretical perspective of symbolic interactionism was used to frame the qualitative data analysis. Results indicated that the WBL program impacted DCWs’ job satisfaction through the program curriculum and design and through three primary categories: relational aspects of work, worker identity, and finding time. This article presents a conceptual model for understanding how these categories are interrelated and the implications for WBL programs. Job satisfaction is an important topic that has been linked to quality of care and reduced turnover in long-term care settings.

Efficacy of Work-Based Training for Direct Care Workers in Assisted Living

This article reports on the efficacy of a work-based learning program for direct care workers in assisted living. The program goal was to improve skills and facilitate career development. The training program had positive impacts at both individual and organizational levels. Survey data found that workers felt more competent and self-confident about their abilities to work with residents. Furthermore, increasing satisfaction with the training program over time led to greater job satisfaction and a desire for additional education. Organizations have better outcomes when workers are well trained, feel empowered, and are satisfied with their work. Policy implications for assisted living settings and meeting the growing demand for a competent direct care workforce are discussed.

Long-Term Care Nurse Role Models in Clinical Nursing Education: The ECLEPs Experience

This article describes the partnership formed between long-term care (LTC) staff nurses and clinical nursing faculty to provide students with excellent clinical experiences in nursing homes and assisted living facilities. The nurses, called Clinical Education Liaisons, contributed to faculty understanding about LTC and served as resources for students. Faculty provided ongoing mentorship about current trends in clinical education. An in-person interactive training program prepared the nurses and faculty for their new partnership roles. Evaluation results indicate the Enriching Clinical Learning Environments through Partnerships program was successful, with all LTC nurses indicating they would participate in the program again. They also reported that the students had contributed to their organizations and were being well prepared for future practice.