Educating registered nursing and healthcare assistant students in community-based supportive care of older adults: A mixed methods study

dc.contributor.authorPesut, Barbara
dc.contributor.authorMcLean, Tammy
dc.contributor.authorReimer-Kirkham, Sheryl
dc.contributor.authorHartrick-Doane, Gweneth
dc.contributor.authorHutchings, Deanna
dc.contributor.authorRussell, Lara B,
dc.description.abstractBackground: Collaborative education that prepares nursing and healthcare assistant students in supportive care for older adults living at home with advanced chronic illness is an important innovation to prepare the nursing workforce to meet the needs of this growing population. Objectives: To explore whether a collaborative educational intervention could develop registered nursing and healthcare assistant students' capabilities in supportive care while enhancing care of clients with advanced chronic illness in the community. Design: Mixed method study design. Setting: A rural college in Canada. Participants: Twenty-one registered nursing and 21 healthcare assistant students completed the collaborativeworkshop.Eight registered nursing students and 13 healthcare assistant students completed an innovative clinical experience with fifteen clients living with advanced chronic illness. Methods:Preandpost-testmeasures of self-perceivedcompetenceandknowledge insupportive carewere collected at three time points. Semi-structured interviews were conducted to evaluate the innovative clinical placement. Results: Application of Friedman's test indicated statistically significant changes on all self-perceived competence scores for RNand HCA studentswith two exceptions: the ethical and legal aswell as personal and professional issues domains for HCA students. Application of Friedman's test to self-perceived knowledge scores showed statistically significant changes in all but one domain (interprofessional collaboration and communication) for RN students and all but three domains for HCA students (spiritual needs, ethical and legal issues, and inter-professional collaboration and communication). Not all gainswere sustained until T-3. The innovative community placementwas evaluated positively by clients and students. Conclusions: Collaborative education for nursing and healthcare assistant students can enhance self-perceived knowledge and competence in supportive care of adults with advanced chronic illness. An innovative clinical experience can maximize reciprocal learning while providing nursing services to a population that is not receiving home-based careen_US
dc.description.sponsorshipFunding for this study was provided by the BC Nursing Research Initiative through the Michael Smith Foundation for Health Research Award # PJ NRP 00042(11-2). Pesut is supported by a Canada Research Chair (F10-03153). Ethical approval for this study was obtained through the University of British Columbia (H12-01513) and Selkirk College (REC-HS 2012-009).en_US
dc.identifier.citationPesut, B., McLean, T., Reimer-Kirkham, S., Hartrick-Doane, G., Hutchings, D. & Russell, L.B. (2015). Educating registered nursing and healthcare assistant students in community-based supportive care of older adults: A mixed methods study. Nurse Education Today, 35, e90-e96.
dc.publisherNurse Education Todayen_US
dc.subjectBaccalaureate nursing educationen_US
dc.subjectChronic illnessen_US
dc.subjectEducation, non-traditionalen_US
dc.subjectHome care nursingen_US
dc.subjectHome health aide educationen_US
dc.subjectOlder adultsen_US
dc.subjectPalliative careen_US
dc.titleEducating registered nursing and healthcare assistant students in community-based supportive care of older adults: A mixed methods studyen_US


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