Oona St-Amant

Making care decisions in home-based dementia care: Why context matters

D’ici à 2038, le nombre d’heures de soins non rémunérées aux aînés offert par les membres de la famille devraient tripler. Les membres des familles sont souvent suppliés d’aider dans le processus parce que vivre avec la démence peut inhiber la capacité pour prendre une décision. Cette étude ethnographique a soumis les relations au sein de soins de la démence à domicile à un examen critique par le biais des entrevues face-à-face et les observations des participants des clients, des aidants naturels et des prestataires de soins à domicile. Les résultats ont révélé comment les décisions sont imposées dans le contexte du système de soins à domicile formels, et ont mis en évidence trois thèmes: (1) L’accommodation de la compétence/incompétence, comme définie cliniquement; (2) La prise de décisions inopportunes; et (3) Le renforcement de l’exclusion des déments dans la prise de décision. Ces thèmes illuminent la façon dont les valeurs culturelles (la compétence), les croyances (l’immuabilité du système) et les pratiques (le réglage des décisions) dans le système de soins à domicile sont finalement déterministes dans la prise de décisions pour les déments et leurs aidants. Afin d’optimiser la santé des déments qui se font soignés à domicile, il faut accorder d’attention supplémentaire aux pratiques collaboratives et inclusives des membres des familles. The hours of unpaid elder care by family members are projected to triple by 2038. Because living with dementia can inhibit decision-making abilities, family members are often besought to assist in this process. In this ethnographic study, relationships within home-based dementia care were critically examined through face-to-face interviews and participant observations with clients, family caregivers, and home care providers (n = 51). The findings revealed how the formalized home care system contextually imposes decisions, and revealed three themes: (1) accommodating clinically defined competence/incompetence, (2) making untimely decisions, and (3) reinforcing exclusion in decision making. These themes shed light on how cultural values (competency), beliefs (immutability of the system), and practices (timing of decisions) of the home care system are ultimately deterministic in decision making for persons with dementia and caregivers. Additional attention to the collaborative and inclusive practices of all family members in dementia home care is imperative in order to optimize health.

Dementia Home Care Resources: How Are We Managing?

With the number of people living with dementia expected to more than double within the next 25 years, the demand for dementia home care services will increase. In this critical ethnographic study, we drew upon interview and participant data with persons with dementia, family caregivers, in-home providers, and case managers in nine dementia care networks to examine the management of dementia home care resources. Three interrelated, dialectical themes were identified: (1) finite formal care-inexhaustible familial care, (2) accessible resources rhetoric-Iinaccessible resources reality, and (3) diminishing care resources-increasing care needs. The development of policies and practices that provide available, accessible, and appropriate resources, ensuring equitable, not necessarily equal, distribution of dementia care resources is required if we are to meet the goal of aging in place now and in the future.

Nurses Negotiating Professional–Familial Care Boundaries Striving for Balance Within Double Duty Caregiving

The purpose of this sequential, two-phase mixed-methods study was to examine the health of male and female nurses who provided care to older relatives (i.e., double duty caregivers). We explored the experiences of 32 double duty caregivers, which led to the development of an emergent grounded theory, Negotiating Professional–Familial Care Boundaries with two broad dialectical processes: professionalizing familial care and striving for balance. This article examines striving for balance, which is the process that responds to familial care expectations in the midst of available resources and reflects the health experiences of double duty caregivers. Two subprocesses of striving for balance, reaping the benefits and taking a toll, are presented in three composite vignettes, each representing specific double duty caregiving (DDC) prototypes (making it work, working to manage, living on the edge). This emergent theory extends current thinking of family caregiving that will inform the development and refinement of practices and policies relevant to DDC.

Professionalizing familial care: examining nurses' unpaid family care work.

An emergent grounded theory was used to examine Professionalizing Familial Care, the processes by which registered nurses enact professional care work within the familial care domain. A sample of registered nurses (n = 32) were interviewed by telephone at multiple time points over a 6- to 12-month period. The findings revealed that the professionalization of care work was often reinforced by societal, familial, and self-expectations. Setting Limits and Making Connections were the dialectical overarching processes shaping the professionalizing of care while 6 interdependent substrategies emerged: assessing, advising, advocating, collaborating, coordinating, and consulting. These findings will help inform refinement of policies and practices for nurses who provide care for an older relative.

Visual Images in Undergraduate Nursing Education.

There is a burgeoning of non-arts disciplines, such as nursing and medicine, integrating arts media into pedagogy. These media include visual images, poetry, sculpture, dance, music, painting, and drama, among others. Although this teaching-learning approach has many labels, for example, arts-based pedagogy and artsbased learning, we find the term arts-enriched pedagogy is most suiting to our needs as nurse educators because it highlights how the arts richen and cultivate learning experiences. The arts are not the focus or threshold to demonstrate that learning has occurred, but rather used as a means to learn about another topic. In nursing and medicine, arts-enriched pedagogies have been shown to develop students’ self-awareness, prompt critical inquiry and dialogue, and enhance capacity for reflective practice, communication, and empathy. While exploring clinical reasoning among medical students, authors have noted that observation skills can be honed by using arts-enriched pedagogies that incorporate dance and paintings. Art as a teaching strategy opens up discussion rather than restricts potential outcomes. Artistic forms of teaching provide an opportunity to show and not just tell, affording a type of experiential learning as opposed to didactic approaches. Arts-enriched pedagogy is inherently compatible with clinical reasoning as the teaching strategy itself exemplifies fluid and flexible thinking, adaptive to the classroom context. As students share their reactions to art, it is the educator’s role to navigate the conversation and guide the (re)evaluation of initial insights. Similarly, clinical reasoning requires exercise of flexibility, in which students learn to assess and examine patient data analytically and make refinements to clinical judgments as they consider alternative explanations. According to Levine and Bleakley, errors most often occur early in the clinical reasoning process; therefore, flexibility is an important skill to develop as it allows learners to revisit and evaluate their initial insights.

Client or Volunteer? Understanding Neoliberalism and Neocolonialism Within International Volunteer Health Work

As international volunteer health work increases globally, research pertaining to the social organizations that coordinate the volunteer experience in the Global South has severely lagged. The purpose of this ethnographic study was to critically examine the social organizations within Canadian NGOs in the provision of health work in Tanzania. Multiple, concurrent data collection methods, including text analysis, participant observation and in-depth interviews were utilized. Data collection occurred in Tanzania and Canada. Neoliberalism and neocolonialism were pervasive in international volunteer health work. In this study, the social relations—“volunteer as client,” “experience as commodity,” and “free market evaluation”—coordinated the volunteer experience, whereby the volunteers became “the client” over the local community and resulting in an asymmetrical relationship. These findings illuminate the need to generate additional awareness and response related to social inequities embedded in international volunteer health work.