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Merle Mast, PhD, RN, Professor Erika Metzler Sawin, PhD, RN, Assistant Professor Kathleen Pantaleo, B.S. Gerontology, Director CCN. Life of a Caregiver Simulation. Acknowledgements. The project was supported by the GTE Award Fund of Virginia Special thanks to consultant Lynda Markut.

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slide1
Merle Mast, PhD, RN, Professor

Erika Metzler Sawin, PhD, RN, Assistant Professor

Kathleen Pantaleo, B.S. Gerontology, Director CCN

Life of a Caregiver Simulation

acknowledgements
Acknowledgements
  • The project was supported by the GTE Award Fund of Virginia
  • Special thanks to consultant Lynda Markut
objectives
Objectives
  • Understand the needs of frail older adults and their family caregivers
  • Examine the value of narrative pedagogy in nursing education
  • Relate Narrative Pedagogy to a group simulation to teach students about the needs of older adults and their caregivers
slide4
Need
  • The U.S. is aging
  • Most frail older adults are cared for at home
  • The burdens of CG lead to emotional and physical distress
  • Effective strategies are needed to teach students to understand the needs of caregiving families
project purpose
Project Purpose
  • Create learning experience using narrative pedagogy (Diekelmann, 2001) to enhance understanding of:
    • common issues and needs of family CG
    • complex network of health and human services that caregiving families must navigate
project description designing the simulation
Project Description – Designing the simulation
  • Determine Key Elements
    • Staffing for simulation
    • Family caregiving scenarios
    • Possible interventions
  • Determine overall goals & objectives for “families”
    • Long-term solutions for caregiving dilemma
    • Maintain normal household activities of daily living
    • Handle inevitable emergencies that arise
  • Create compelling stories for scenarios
    • Pull from CCN experience
    • Utilize consultant
project description how it works
Project Description – How it works
  • Students oriented and organized into “families”, assuming roles.
  • Day in the Life of a Caregiver divided into three-15 minute time periods during which tasks and resources are used to achieve goals and objectives.
  • Small group discussions facilitated by faculty, followed by large group debrief to identify themes.
project evaluation simulation
Project Evaluation (Simulation)
  • Pilot data from 26 students enrolled in NSG 313 Issues and Applications of Family Caregiving
  • Mean student rating of simulation: 7.68 (SD 1.44)
  • Narrative feedback obtained after simulation via journals
  • Descriptive and interpretive phenomenological analysis
themes
Themes
  • Value of the Simulation Method
    • “put ourselves in the shoes of”
    • …”became more aware of”
  • Enhanced knowledge and awareness of services
    • “Real life” knowledge and understanding of wide array of services available for families
    • “interdisciplinary approaches” to service provision
  • Understanding of the stress and burdens experiences by caregiving families
    • “A caregiver not only devotes their time to an aging family member, but also has a life of their own to manage.”
discussion and conclusions
Discussion and Conclusions
  • Simulation allowed students to:
    • experience the stress and burdens of caregiving first-hand
    • Gain knowledge of the wide array of caregiving services
    • Develop their professional roles
  • Future plans for simulation
    • Further development and revision
    • Offer more broadly
references
References
  • Diekelmann, N. (2001). Narrative pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. ANS.Advances in Nursing Science, 23(3), 53-71.
  • Others available on request