Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes

Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Boscart, Veronique M. [verfasserIn] Heckman, George Davey, Meaghan Heyer, Michelle Hirdes, John P.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2018

Schlagwörter:	Long-term care Nursing homes Comprehensive Geriatric Assessment interRAI Nursing assistants Standardized assessment tools

Anmerkung:	© The Author(s). 2018

Übergeordnetes Werk:	Enthalten in: Pilot and feasibility studies - London : BioMed Central, 2015, 4(2018), 1 vom: 14. Mai
Übergeordnetes Werk:	volume:4 ; year:2018 ; number:1 ; day:14 ; month:05

Links:	Volltext

DOI / URN:	10.1186/s40814-018-0272-x

Katalog-ID:	SPR037850776

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520			\|a Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework.
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allfields	10.1186/s40814-018-0272-x doi (DE-627)SPR037850776 (SPR)s40814-018-0272-x-e DE-627 ger DE-627 rakwb eng Boscart, Veronique M. verfasserin aut Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. Long-term care (dpeaa)DE-He213 Nursing homes (dpeaa)DE-He213 Comprehensive Geriatric Assessment (dpeaa)DE-He213 interRAI (dpeaa)DE-He213 Nursing assistants (dpeaa)DE-He213 Standardized assessment tools (dpeaa)DE-He213 Heckman, George aut Davey, Meaghan aut Heyer, Michelle aut Hirdes, John P. aut Enthalten in Pilot and feasibility studies London : BioMed Central, 2015 4(2018), 1 vom: 14. Mai (DE-627)818042532 (DE-600)2809935-7 2055-5784 nnns volume:4 year:2018 number:1 day:14 month:05 https://dx.doi.org/10.1186/s40814-018-0272-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2018 1 14 05
spelling	10.1186/s40814-018-0272-x doi (DE-627)SPR037850776 (SPR)s40814-018-0272-x-e DE-627 ger DE-627 rakwb eng Boscart, Veronique M. verfasserin aut Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. Long-term care (dpeaa)DE-He213 Nursing homes (dpeaa)DE-He213 Comprehensive Geriatric Assessment (dpeaa)DE-He213 interRAI (dpeaa)DE-He213 Nursing assistants (dpeaa)DE-He213 Standardized assessment tools (dpeaa)DE-He213 Heckman, George aut Davey, Meaghan aut Heyer, Michelle aut Hirdes, John P. aut Enthalten in Pilot and feasibility studies London : BioMed Central, 2015 4(2018), 1 vom: 14. Mai (DE-627)818042532 (DE-600)2809935-7 2055-5784 nnns volume:4 year:2018 number:1 day:14 month:05 https://dx.doi.org/10.1186/s40814-018-0272-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2018 1 14 05
allfields_unstemmed	10.1186/s40814-018-0272-x doi (DE-627)SPR037850776 (SPR)s40814-018-0272-x-e DE-627 ger DE-627 rakwb eng Boscart, Veronique M. verfasserin aut Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. Long-term care (dpeaa)DE-He213 Nursing homes (dpeaa)DE-He213 Comprehensive Geriatric Assessment (dpeaa)DE-He213 interRAI (dpeaa)DE-He213 Nursing assistants (dpeaa)DE-He213 Standardized assessment tools (dpeaa)DE-He213 Heckman, George aut Davey, Meaghan aut Heyer, Michelle aut Hirdes, John P. aut Enthalten in Pilot and feasibility studies London : BioMed Central, 2015 4(2018), 1 vom: 14. Mai (DE-627)818042532 (DE-600)2809935-7 2055-5784 nnns volume:4 year:2018 number:1 day:14 month:05 https://dx.doi.org/10.1186/s40814-018-0272-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2018 1 14 05
allfieldsGer	10.1186/s40814-018-0272-x doi (DE-627)SPR037850776 (SPR)s40814-018-0272-x-e DE-627 ger DE-627 rakwb eng Boscart, Veronique M. verfasserin aut Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. Long-term care (dpeaa)DE-He213 Nursing homes (dpeaa)DE-He213 Comprehensive Geriatric Assessment (dpeaa)DE-He213 interRAI (dpeaa)DE-He213 Nursing assistants (dpeaa)DE-He213 Standardized assessment tools (dpeaa)DE-He213 Heckman, George aut Davey, Meaghan aut Heyer, Michelle aut Hirdes, John P. aut Enthalten in Pilot and feasibility studies London : BioMed Central, 2015 4(2018), 1 vom: 14. Mai (DE-627)818042532 (DE-600)2809935-7 2055-5784 nnns volume:4 year:2018 number:1 day:14 month:05 https://dx.doi.org/10.1186/s40814-018-0272-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2018 1 14 05
allfieldsSound	10.1186/s40814-018-0272-x doi (DE-627)SPR037850776 (SPR)s40814-018-0272-x-e DE-627 ger DE-627 rakwb eng Boscart, Veronique M. verfasserin aut Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s). 2018 Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. Long-term care (dpeaa)DE-He213 Nursing homes (dpeaa)DE-He213 Comprehensive Geriatric Assessment (dpeaa)DE-He213 interRAI (dpeaa)DE-He213 Nursing assistants (dpeaa)DE-He213 Standardized assessment tools (dpeaa)DE-He213 Heckman, George aut Davey, Meaghan aut Heyer, Michelle aut Hirdes, John P. aut Enthalten in Pilot and feasibility studies London : BioMed Central, 2015 4(2018), 1 vom: 14. Mai (DE-627)818042532 (DE-600)2809935-7 2055-5784 nnns volume:4 year:2018 number:1 day:14 month:05 https://dx.doi.org/10.1186/s40814-018-0272-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2018 1 14 05
language	English
source	Enthalten in Pilot and feasibility studies 4(2018), 1 vom: 14. Mai volume:4 year:2018 number:1 day:14 month:05
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topic_facet	Long-term care Nursing homes Comprehensive Geriatric Assessment interRAI Nursing assistants Standardized assessment tools
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author	Boscart, Veronique M.
spellingShingle	Boscart, Veronique M. misc Long-term care misc Nursing homes misc Comprehensive Geriatric Assessment misc interRAI misc Nursing assistants misc Standardized assessment tools Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes
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topic_title	Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes Long-term care (dpeaa)DE-He213 Nursing homes (dpeaa)DE-He213 Comprehensive Geriatric Assessment (dpeaa)DE-He213 interRAI (dpeaa)DE-He213 Nursing assistants (dpeaa)DE-He213 Standardized assessment tools (dpeaa)DE-He213
topic	misc Long-term care misc Nursing homes misc Comprehensive Geriatric Assessment misc interRAI misc Nursing assistants misc Standardized assessment tools
topic_unstemmed	misc Long-term care misc Nursing homes misc Comprehensive Geriatric Assessment misc interRAI misc Nursing assistants misc Standardized assessment tools
topic_browse	misc Long-term care misc Nursing homes misc Comprehensive Geriatric Assessment misc interRAI misc Nursing assistants misc Standardized assessment tools
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title	Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes
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title_full	Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes
author_sort	Boscart, Veronique M.
journal	Pilot and feasibility studies
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author_browse	Boscart, Veronique M. Heckman, George Davey, Meaghan Heyer, Michelle Hirdes, John P.
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author-letter	Boscart, Veronique M.
doi_str_mv	10.1186/s40814-018-0272-x
title_sort	impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes
title_auth	Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes
abstract	Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. © The Author(s). 2018
abstractGer	Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. © The Author(s). 2018
abstract_unstemmed	Background Increasing importance is being placed on optimizing the role of Nursing Aides (NAs) in improving quality of care for nursing home (NH) residents. One approach to do so is to have NAs participate in assessments embedded within the Minimum Data Set (MDS). This pilot study aimed to design and evaluate the Applied Simulated and Integrated Learning Approach (ASILA) program, a novel innovative training program for NAs employed in NHs to enhance their ability to assess residents within an inter-professional framework. Methods A mixed quantitative and qualitative repeated measures design was used to assess changes in NAs’ knowledge and perception of assessments and resident clinical outcomes. Additionally, focus groups were conducted with NAs upon completion of the ASILA program. A total of 23 NAs and nurses in NHs in two Canadian provinces participated. The ASILA pilot program consisted of three selected modules; each module including an evidence-informed case-scenario, assessments, the use of appropriate MDS tools and documentation, care planing and reporting systems. ASILA was delivered over the course of two days per home. The primary outcome measure focused on the impact of ASILA on NA knowledge and confidence in assessing residents and understanding the relevance and use of elements if the MDS tools. Secondary outcomes included NAs' satisfaction with ASILA and the impact of ASILA on resident clinical outcomes. Data were collected one week prior, immediately after, and three months after the ASILA program. Results Following ASILA, NAs reported increased knowledge test scores and confidence in assessing residents by using MDS tools, although this did not reach significance after multiple testing (p = 0.0256 and p = 0.1541 respectively). NAs reported more confidence in providing care to residents (77.8%) and felt that the care provided was more resident-centered (83.3%) than before the ASILA program. There were no significant trends in improved resident outcomes following ASILA. Conclusion Pilot findings indicate that the ASILA program could be a successful approach to support NAs to enhance their ability to assess residents in an inter-professional framework. © The Author(s). 2018
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title_short	Impact of the applied simulated and integrated learning approach on nursing assistants’ knowledge and confidence caring for frail seniors in nursing homes
url	https://dx.doi.org/10.1186/s40814-018-0272-x
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author2	Heckman, George Davey, Meaghan Heyer, Michelle Hirdes, John P.
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