Interprofessional Student Team Approach to Care for Residents with Dementia: Development of Empathy

2.50
Hdl Handle:
http://hdl.handle.net/10755/162214
Category:
Abstract
Type:
Presentation
Title:
Interprofessional Student Team Approach to Care for Residents with Dementia: Development of Empathy
Author(s):
Scott, Darlene; Hupaelo, Tara; Baerg, Cathy
Author Details:
Darlene Scott, RN, BSN, MSc (CH&Ep), Faculty of Nursing, Nursing Education Program of Saskatchewan, Saskatoon, Saskatchewan, Canada, email: darlene.scott@siast.sk.ca; Tara Hupaelo; Cathy Baerg
Abstract:
Rationale: Insight into an individual's perceptions and interpretation of the environment facilitates empathy. Understanding from the perspective of the patient with dementia is challenged by the symptoms. The collaborative team approach to health care is essential when patients' needs are multiple and complex. Because attitudes often determine behavior, the development of empathy early in the learning experience is essential to lessening the chasm between the health care student and the patient with dementia. A strong case has been made for interprofessional learning experiences with health care students sharing learning opportunities across the professions. Methodology: This project offered interprofessional collaborative experiences for students who have not traditionally learned together to identify and discuss app ropriate care of clients with dementia. Three teams of Nursing and Medical Diagnostic students (n=15) engaged in team building through a problem based model using facilitated small group case based sessions and a simulated "dementia" experience. The latter occurred in long-term care. Results/Conclusion: The simulated experience provided a common opportunity for sharing insights related to care. The use of the simulated "dementia" experience appears to be an effective approach to facilitating insight into the interpretation of the environment by adults with dementia and the subsequent development of empathy.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleInterprofessional Student Team Approach to Care for Residents with Dementia: Development of Empathyen_GB
dc.contributor.authorScott, Darleneen_US
dc.contributor.authorHupaelo, Taraen_US
dc.contributor.authorBaerg, Cathyen_US
dc.author.detailsDarlene Scott, RN, BSN, MSc (CH&Ep), Faculty of Nursing, Nursing Education Program of Saskatchewan, Saskatoon, Saskatchewan, Canada, email: darlene.scott@siast.sk.ca; Tara Hupaelo; Cathy Baergen_US
dc.identifier.urihttp://hdl.handle.net/10755/162214-
dc.description.abstractRationale: Insight into an individual's perceptions and interpretation of the environment facilitates empathy. Understanding from the perspective of the patient with dementia is challenged by the symptoms. The collaborative team approach to health care is essential when patients' needs are multiple and complex. Because attitudes often determine behavior, the development of empathy early in the learning experience is essential to lessening the chasm between the health care student and the patient with dementia. A strong case has been made for interprofessional learning experiences with health care students sharing learning opportunities across the professions. Methodology: This project offered interprofessional collaborative experiences for students who have not traditionally learned together to identify and discuss app ropriate care of clients with dementia. Three teams of Nursing and Medical Diagnostic students (n=15) engaged in team building through a problem based model using facilitated small group case based sessions and a simulated "dementia" experience. The latter occurred in long-term care. Results/Conclusion: The simulated experience provided a common opportunity for sharing insights related to care. The use of the simulated "dementia" experience appears to be an effective approach to facilitating insight into the interpretation of the environment by adults with dementia and the subsequent development of empathy.en_GB
dc.date.available2011-10-27T09:59:01Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:59:01Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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