Continuous Education Programme

DESCRIPTION

This submodule aims to be an introduction to the concept of caregiver and is intended to familiarize students with the basic concepts of caregivers’ activities, helping them to recognize themselves in the task, in their main attributions and tasks, as well as to recognize the different audiences for whom their activity is intended.

OBJECTIVES

• Identify the main concepts related to the provision of care and the figure of the caregiver
•  Understand the terminology associated with the caregiver’s activity
• Identify the main tasks of the caregiver
• Recognize the limitations of the caregiver’s action

CLASS CONTENT

1. Am I a Caregiver?
2. Who are caregivers and what they do?
   • Caregiving Terminology
   • Caregiver Role & Characteristics
3. Whom will you be caring for?
   • The caregiver’s scope of action

BIBLIOGRAPHY

General

• European Commission (2008) Long-term care in the European Union. Brussels: European Commission.
• Edwards, D. (2019). Toolkit for Caregivers: Tips, Skills and Wisdom to Maximize Your Time Together

Specific

• EUROCARERS (2009) Family care in Europe. http://www.eurocarers.org/FactsheetEurocarers.pdf.
• Sage, L.: (2017). Caring for the Caregiver: Care for yourself as much as you care for others

DESCRIPTION

This submodule has as main objective to deepen the theme of tasks that are the responsibility of the caregiver as well as introduce students to the concepts of quality of life, well-being and their determining factors.

OBJECTIVES

• Recognize the main tasks to be performed by the caregiver
• Distinguish the different typology of activities and the limits of action of the caregiver in each of them
• Understand the importance of respecting for users’ autonomy and self-determination
• Understand the concepts of quality of life and well-being and it’s importance in the action of the caregiver

CLASS CONTENT

1. The tasks of the Caregiver
   • Primary tasks
   • Monitoring tasks
   • Feeding tasks
   • Cognitive and social tasks
   • Medication management tasks
   • The range of action and responsability
   • Respect for user autonomy and self-determination
2. Quality of life and well-being
   • Definition of concepts
   • Determinants
   • Assessement tools

BIBLIOGRAPHY

General

• McQueen, D., & Jones, C. (2007). Global perspectives on health promotion effectiveness. New York: Springer.
• Walker, A. & Hennessy, C. H. (2004). Growing older. Quality of life in old age. New York: Open University Press.

Specific

• World’s Health Organization (WHO). (1997). Measuring quality of life.
• Edwards, D. (2019). Toolkit for Caregivers: Tips, Skills and Wisdom to Maximize Your Time Together

DESCRIPTION

This submodule has as main objective to make students aware of the importance of communication in the context of the caregiver’s activity, providing them with knowledge and basic tools of communication, interpersonal relationships, and conflict management.

OBJECTIVES

• Recognize the importance of communication and interpersonal relationships in caregiving
• Identify the different types and styles of communication and language barriers
• Understand the importance of adapting communication techniques to different groups
• Apply techniques of conflict management through communication

CLASS CONTENT

1. Communication and interpersonal relationships
   • The dynamics of human behavior
   • The importande of communication in interpersonal relationships
   • The elements of communication
   • The verbal language
   • Non-verbal language
   • The importance of non-verbal communication
   • Communication barriers
   • Behaviors / strategies for good oral, verbal and written communication
   • Communication styles
   • Active listening skills
2. Communication and interpersonal relationships in different social groups
   • Different groups
   • Group cohesion
3. Conflicts and conflict resolution
   • Minimize stress
   • Communication in difficult situations

BIBLIOGRAPHY

General

• Becker, E., Wortmann, J. (2009). Mastering Communication at Work: How to Lead, Manage, and Influence.
• Arnold, E., Boggs, K., (2006). Interpersonal Relationships: Professional Communication Skills for Nurses (Interpersonal Relationships).

Specific

• Wyatt, W. (2014). Communication Skills.
• McCorry, K., Mason, J. (2011). Communication Skills for the Healthcare Professional.

Description

This submodule aims to introduce students to the concept of aging, the problems and pathologies associated with it and the effects it causes on the person and on their family and social environment.

Objectives

• Understand the concept of aging
• Identifying the main effects and changes caused by the aging process
• Recognize the problems and pathologies that affect adults and their multilevel effects

Class Content

1. Introduction to health and aging
   • Health and Aging
   • General theories of biological and psychosocial aging
2. The aging process
   • Physiological changes
   • Psychological changes
   • Social changes
   • Healthy and active aging: concepts
3. Main problems and pathologies that affect adults, the elderly and their impact on family, society and health services
4. Aging and chronic illness
5. The terminally ill
6. Conflicts and conflict resolution

Bibliography

General

• Kart, C. e Kinney, J. (2001). The Realities of Aging. An Introduction to Gerontology. Boston: Allyn and Bacon.
• Moody, H. (2002). Aging. Concepts and Controversies. Thousand Oaks: Pine Forge Press.

Specific

• Baars, J. & Visser, H. (2007). Aging and Time. Multidisciplinary Perspectives. New York: Baywood Publishing Company.
• “Psychology and Aging – Adressing Mental Health Needs of Older Adults…” – APA; Fonseca, A. (2010)

Description

This submodule aims to introduce students to the concept of disability and highly disabling diseases, their typologies and differences and the effects they have on the person, as well as on the caregiver’s action.

Objectives

• Understand the main concepts regarding disabilities
• Identify the diversity of disabilities and the concept of highly disabling diseases
• Identify the importance of family-centered intervention

Class Content

1. Disability: introductory concepts
   • Evolution of the concept
   • Disability types
   • Legal framework
2. Diversity of disabilities
   • Adaptability/Relationship in providing support
   • Capacity and functionality
   • Family-centered intervention
   • Communicative skills with people with disabilities
3. Highly Disabling Diseases
   • Describing the functional and vocational implications of various impairments
4. Mental Health in Disability
   • Etiology of Mental Illness and Intellectual Disability
   • (Non) normative development
   • Mental illness & intellectual disability

Bibliography

General

• American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
• Thomas, C. L. (Ed.). (2009). Taber’s cyclopedic medical dictionary (22nd ed.). Philadelphia, PA: F.A. Davis Company.

Specific

• Brodwin, M. G., Siu, F. W., Howard, J., & Brodwin, E. R. (2014). Medical, psychosocial and vocational aspects of disability (4th ed.). Athens: Elliot & Fitzepatrick, Inc.
• Chan, F., Cardoso, E., & Chronister, J. (Eds.). (2009). Understanding psychosocial adjustment to chronic illness and disability: A handbook for evidence-based practitioners in rehabilitation. New York, NY: Springer.

Description

This submodule aims to introduce students to the psychological and psychosocial aspect of the caregiver’s activity, namely in the face of aging, psychological disorders, as well as the role played by the caregiver in the process of social and family inclusion.

Objectives

• Identify the main psychological aspects in adult caring
• Identify the main psychological risks involved
• Understand the importance of caregivers’ psychology as a key competence

Class Content

1. DPsychosocial Aspects in Caregiving
   • Adult and Elderly Psychology
   • Physical and mental patients’ psychology
   • Caregivers Psycology
2. Psychological risks
   • Stressors in old age
   • Anxiety disorders
   • Disturbances in cognitive processess
   • Depression
   • Insanity
   • Insomnia
   • Suicide
   • Substance abuse
3. Isolation, social discrimination, and inclusion
4. Care institutions and caregivers – psycho-affective impacts

Bibliography

General

• Sage, L.: (2017). Caring for the Caregiver: Care for yourself as much as you care for others
• “Psychology and Aging – Addressing Mental Health Needs of Older Adults…” – APA.

Specific

• Green, J. (2000). Neuropsychological evaluation of the older adult – a clinician’s guidebook. Academic Press;
• Gallagher -Thompson, D., Steffen, A., Thompson, L. (2008). Handbook of behavioral and cognitive therapies with older adults. Springer Science Business Media, LLC.

Description

The module includes content relevant to the formation of feeding and hydration skills, including methods and techniques of feeding and hydration by oral and tube feeding – according to the state of health of the user.

Objectives

• Ability to assess the nutritional status and hydration of the body using basic methods (weight and height measurement, BMI calculation).
• Ability to identify existing needs and determine the scope of needed compensation for existing disabilities/limitations.
• Ability to perform feeding and hydrating to user with dysphagia or by enteral route.

Class Content

1. Basic methods of nutritional status assessment (weight and height measurement, BMI calculation).
2. Basic information on nutrition: assessment of nutritional and hydration status, determination of nutrient and water needs, basic dietetic recommendations.
3. Methods and techniques of nutrition and rehydration by the oral route: methods to improve appetite, organization and hygiene of the environment, technique of feeding and oral water intake, possible difficulties – recognition and prevention of complications (dysphagia).
4. Methods and techniques of feeding and enteral irrigation through the dimples: types of accesses,  methods of feeding, care of the food line, administration of drugs through the tube,  possible difficulties  – recognition and prevention of complications.

Bibliography

General

• Menebröcker, Claudia; Smoliner, Christine: Ernährung in der Altenpflege, 2nd Edition. ELSEVIER Urban & Fischer, München 2013.
• Volkert Dorothee et al.: ESPEN guideline on clinical nutrition and hydration in geriatrics. [ESPEN guideline on clinical nutrition and hydration in geriatrics]
• Guide to good nutrition and hydration in older age. [Guide to good nutrition and hydration in older age. indd (fote.org.uk)
• Bischoff et al.: ESPEN guideline on home enteral nutrition [ESPEN guideline on home enteral nutrition]

Specific

• Bhanu, Cini et al.: ‘I’ve never drunk very much water and I still don’t, and I see no reason to do so’: a qualitative study of the views of community-dwelling older people and carers on hydration in later life. Age and Ageing 2019; 49: 111–118. doi: 10.1093/ageing/afz141
• Buckley Tucker, Sheila: Nutrition and Diet Therapy for Nurses, 2nd Edition. Pearson, Boston 2019
• Smith, Lenora; Ferguson, Rita: Artificial Nutrition and Hydration in People With Late-Stage Dementia. Home Healthcare Now 2017 ;35 (6): 321-325 doi: 10.1097/NHH.0000000000000550
• Anantapong, Kanthee et al.: Mapping and understanding the decision-making process for providing nutrition and hydration to people living with dementia: a systematic review. BMC geriatrics 2020; 20; 1; 520. doi:10.1186/s12877-020-01931-y

Description

The module provides knowledge and skills on the mobilization and movement of the user. Serious illness, injury, surgery or the aging process usually lead to general weakness, limitation of activity and mobility. Therefore, professionally conducted mobilization and assistance in transfer is a very important element of treatment and convalescence, supports the rebuilding of strength and reduces the risk of disability.

Objectives

• Ability to understand the principles and basic techniques of activating/mobilizing/transfer of a  user
• Ability to support in maintaining the user functional fitness in the best possible way, as well as helping to restore functions that have been lost as a result of the disease
• Ability to carrying out preventive measures to prevent the effects of immobilization
• Ability to select the appropriate equipment for the user to move

Class Content

1. Principles of activating / mobilizing / transfer of a user.
2. The importance of mobility and movement in human life, the consequences of hypokinesis / immobilization of the user (e.g. thrombosis, pressure ulcers, contractures).
3. Preventive measures to prevent the effects of immobilization.
4. Assessment of the users’ mobility needs in line with the diagnosis of disease and the resulting limitations. 5. Assessment of the level of physical activity of a user as well as the principle of selecting appropriate equipment for a user to move.

Bibliography

General

• Barbareschi G, Cheng TJ, Holloway C. Effect of technique and transfer board use on the performance of wheelchair transfers. Health Technol Lett. 2018 Apr; 5(2):76-80.
• Bergman R, De Jesus O. Patient Care Transfer Techniques. [Updated 2020 Oct 24]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2021 Jan-. Available from:  https://www.ncbi.nlm.nih.gov/books/NBK564305/
• Sun C, Buchholz B, Quinn M, Punnett L, Galligan C, Gore R. Ergonomic evaluation of slide boards used by home care aides to assist client transfers. Ergonomics. 2018 Jul; 61(7):913-922.
• Techniques for moving and handling people. https://www.acc.co.nz/assets/provider/6ab7b70c43/acc6075-moving-guide-technique.pdf  (access: Aug 24, 2021)
• Kubińska Z, Pańczuk A. Physical activity of the elderly: limitations and knowledge about the dangers of hypokinesia. Health Problems of Civilization. 2021;15(2):115-121. doi:10.5114/hpc.2021.104790.

Specific

• Richardson A, Gurung G, Derrett S, Harcombe H. Perspectives on preventing musculoskeletal injuries in nurses: A qualitative study. Nurs Open. 2019;6(3):915-929. Published 2019 Apr 13. doi:10.1002/nop2.272
• Faronbi JO, Faronbi GO, Ayamolowo SJ, Olaogun AA. Caring for the seniors with chronic illness: The lived experience of caregivers of older adults. Arch Gerontol Geriatr. 2019;82:8-14. doi:10.1016/j.archger.2019.01.013
• Maresova, P., Javanmardi, E., Barakovic, S. et al.  Consequences of chronic diseases and other limitations associated with old age – a scoping review. BMC Public Health, 2019,19,  1431. https://doi.org/10.1186/s12889-019-7762-5

Description

Hygiene, elimination and clothing are one of the basic human needs. Providing hygiene improves comfort, ensures well-being and, above all, prevents diseases, complications or disorders resulting from its lack.

Objectives

• Ability to recognize the hygienic standards and problems related to limited self-care
• Perform procedures related to the hygiene of the users’ surroundings: making the bed, changing underwear and bed linen, preparing the bed and the environment
• Assess the level of self-care and dependance of a user
• Characterize the methods and principles of performing hygienic and care procedures and the selection of absorbent products.
• Plan the place and technique of the hygienic and care procedure performed and the installation of the absorbent product.
• Ability to identify users’ specific needs in elimination of urine and feces (positions for defecation, urinary catheterization and dealing with the urine bag, e.g)
• Ability to identify the specific needs of users regarding the selection of clothing

Class Content

1. The most common hygienic problems occurring in user.
2. Assessment of the user hygienic condition, determination of indications, contraindications, dangers associated with the performance of hygienic and care activities towards a.
3. Ensuring safety and intimacy when performing hygienic and care activities.
4. Performing hygienic and care activities taking into account the condition of a, i.e.. bed making, changing  personal and bed linen,  making: full body toilet,  oral toilet
5. Rules for the selection of absorbent materials depending on the  user condition.
6. Changing diapers and other absorbent materials,  setting up a bedpan.
7. Rules for the use of prevention and care of anti-bedsores

Bibliography

General

• https://marrelli.com/product/a-guide-for-caregiving-whats-next/
• https://marrelli.com/home-care-safety/

Specific

• https://edicon.pl/sklep/ksiazki-ebooki/czynnosci-higieniczne-pielegnacyjne-i-opiekuncze/?gclid=EAIaIQobChMI3p6hlP_L8gIVgfuyCh0nqgFOEAYYASABEgLFoPD_BwE

Description

Changes in the lifespan and lifestyle combined with diseases, may cause difficulties in providing adequate comfort, rest, and sleep. Poor sleep, lack of sleep and rest could increase the risk of serious medical conditions and falls.

Objectives

• Ability to understand the importance of providing good user with conditions for sleep and rest for users.
• Ability to ensure sleep hygiene
• Ability to recognise the most common sleep and rest distractiors (noise, light, temperature in the room, discomfort, pain, hunger, thirst, etc.)

Class Content

1. Sleep disorders – a serious health problem, causes and consequences.
2. How to ensure comfortable conditions for sleep and rest?
3. How to help an elderly person with sleep problems?

Bibliography

General

• Suzuki K, Miyamoto M, Hirata K. Sleep disorders in the elderly: Diagnosis and management. J Gen Fam Med. 2017;18(2):61-71. Published 2017 Mar 30. doi:10.1002/jgf2.27
• https://www.sealy.com.au/sleep-hub/sleep-tips-for-seniors/
• Jonathan Desaulniers, Sophie Desjardins, Sylvie Lapierre, Alain Desgagné, “Sleep Environment and Insomnia in Elderly Persons Living at Home”, Journal of Aging Research, vol. 2018, Article ID 8053696, 7 pages, 2018. https://doi.org/10.1155/2018/8053696

Specific

• Higiena snu. Jak zadbać o zdrowy sen. https://www.mp.pl/pacjent/psychiatria/bezsennosc/69683,higiena-snu-jak-zadbac-o-zdrowy-sen
• https://www.healthline.com/health/deep-sleep#sleepstages

Description

Preparation for recognizing life-threatening conditions, undertaking a quick and effective life-saving intervention and dealing with life-threatening conditions. The second aspect are conditions that require first aid, but do not pose a threat to life.

Objectives

• Ability to recognize a life-threatening condition
• Ability to perform basic CPR
• Ability to understand the basic knowledge of life-threatening states
• Assimilate basic medical terminology

Class Content

1. Correct notification of emergency medical teams, and
2. first aid for fainting and chokes
3. Rules of conduct in the case of breakdowns
4. Suspicion of infarction – methods of diagnosis, first aid
5. Diabetic coma – methods of diagnosis, first aid
6. Safety rules of transport, feeding and bathing.

Bibliography

General

• https://www.cprguidelines.eu/assets/guidelines/RESUS-8906-First-Aid.pdf

Specific

• https://www.ahajournals.org/doi/10.1161/CIR.0000000000000897
• https://bcmj.org/mds-be/first-aid-training-seniors-preventing-falls-and-medical-morbidity-elderly

Description

The module includes content relevant to the safety with drug administration and preventing drug related adverse events.

Objectives

• Ability to understand the importance of basic drug administration safety precautions measures (expiry date, route of administration, purpose, dose, timing)
• Ability to identify and improve safe drug application for a user
•  Ability to identify drug management related risks (inappropriate storage, supply/out of stock)

Class Content

1. Principles of using medications in elderly
2. Drug actions (systemic, local, causal, substitute) and drug interactions
3. Drug administration
4. Drug related adverse events
5. Geriatric iatrogenic syndrome
6. Polypragmasy, polytherapy, insufficient treatment

Bibliography

General

• Medication Management for Older Adults – BeMedwise

https://www.bemedwise.org/medication-management-for-older-adults

• Safe Medication Use for Older Adults – sinaigeriatrics.ca

https://sinaigeriatrics.ca/wp-content/uploads/2016/

• Medication Administration Safety – NCBI Bookshelf

https://www.ncbi.nlm.nih.gov/books/NBK2656

• Medication Safety Tips for Older People – Mediscript

https://mediscript.net/2019/09/05/medication-safety-tips-for-older-people

• Development and Application of a Measurement Framework

https://link.springer.com/article/10.1007/s40801-019-00162-x

Description

The purpose of the module is learning about caregivers role in perceiving, recognizing and solving the user’s problems in achieving independence in daily activities.

Objectives

• Understand the importance empowerment for independent living
• Knows strategies for improving quality of life.
• Able to choose, adapt and use appropriate methods to achieve independent living

Class Content

1. Identifying problems related to the user’s daily routine
2. Problem solving plan together with the user
3. Performance of activities to maintain independent living
4. Evaluation of satisfaction with the perform activities

Bibliography

General

• Well for life, 2011, National Ageing Research Institute (on line)
• Browne  E., 2015, Wellbeing through empowerment, improved enabling environment, and assets (http://gsdrc.org/docs/open/hdq1211.pdf)
• Woodall J., Raine G., South J., Warwick-Booth L. (2010). Empowerment and health & wellbeing (https://core.ac.uk/download/pdf/42412714.pdf)

Specific

• L.Y. Irawan∗, Sumarmi, S. Bachri, M.M.R. Devy, R. Faizal & W.E. Prasetyo (2021). DEVELOPMENT, SOCIAL CHANGE AND ENVIRONMENTAL SUSTAINABILITY (https://library.oapen.org/bitstream/handle/20.500.12657/49616/9781000433715.pdf?sequence=1#page=162)
• John F. McCarthy, Dirk Steenbergen, Greg Acciaioli, Geoff Baker, Anton Lucas, Vivianti Rambe and Carol Warren (2016). 10Dilemmas of participation: the National Community Empowerment Program     (https://www.degruyter.com/document/doi/10.1355/9789814519175-017/html)

Description

The purpose of the module is understanding the concept of humanization in caregiving with focus on the involvement of all stakeholders.

Objectives

• Understanding the importance of continuous implementation of activities for improving the quality of life
• Understanding the importance of respectful and compassionate communication
• Understanding the importance of choosing the right moment for sharing the information

Class Content

1. Learning the findings on evidence-based practice that supports the connection of the medical model with the concept of humanization in caregiving
2. Understanding the importance of connecting the concept of a person, the environment, and occupations important for them
3. Understanding humanization as an invisible but always present concept
4. Incorporating elements of humanization in caregiving

Bibliography

General

• Busch IM, Moretti F, Travaini G, Wu AW, Rimondini M. Humanization of Care: Key Elements Identified by Patients, Caregivers, and Healthcare Providers. A Systematic Review. Patient. 2019 Oct;12(5):461-474. doi: 10.1007/s40271-019-00370-1. PMID: 31203515.
• Casate JC, Corrêa AK. A humanização do cuidado na formação dos profissionais de saúde nos cursos de graduação [The humanization of care in the education of health professionals in undergraduate courses]. Rev Esc Enferm USP. 2012 Feb;46(1):219-26. Portuguese. doi: 10.1590/s0080-62342012000100029. PMID: 22441287.

Specific

• Ways of living (2004). Chapter 2. The meaning of self-care occupations.
• Ways of living. (2004). Chapter 5. Method for promoting basic and instrumental activities of daily living

Description

The purpose of the module is recognition of the importance of relaxation for achieving balance and well-being.

Objectives

• Understanding the importance of planned relaxation to achieve well-being
• Identifying opportunities for relaxation and rest
• Use of individual relaxation methods suitable for them

Class Content

1. Identifying one’s own needs for relaxation
2. Incorporate relaxation methods into daily routine
3. Recognizing the responsibility for one’s own well-being which consequently affects on implementation of caregiving activities
4. Ability and willingness to create a humane work environment

Bibliography

General

• Relaxation techniques: Try these steps to reduce stress (https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/relaxation-technique/art-20045368)
• Six relaxation techniques to reduce stress (2019). https://www.health.harvard.edu/mind-and-mood/six-relaxation-techniques-to-reduce-stress
• Relaxation Techniques: What You Need To Know (https://www.nccih.nih.gov/health/relaxation-techniques-what-you-need-to-know)

Specific

• Stress Management: Breathing Exercises for Relaxation (https://www.uofmhealth.org/health-library/uz2255#uz2256)
• Relaxation mind video | by RELAXSATION ZONE (https://www.youtube.com/watch?v=gl0_CvIabug)

Description

The purpose of the module is awareness of the importance of social, physical and operational self-image.

Objectives

• Understanding the importance of a good self-image for achieving well-being
• Identifying opportunities to maintain self-confidence and self-esteem
• Identifying internal and external factors that affect self-esteem
• Use of methods and techniques for good self-esteem

Class Content

1. Knowing one’s own sources of power
2. Nurturing the caregiver’s and consequently the user’s self-image
3. Knowledge of the influences of the environment on the development of self-image
4. Strenghtening self-confidence and self-esteem to achieve well-being
5. Use of methods and techniques to boost self-confidence and to improve self-esteem

Bibliography

General

• Helping Adolescents and Adults to Build Self-Esteem: A Photocopiable … (https://books.google.si/books?hl=sl&lr=&id=78IFBAAAQBAJ&oi=fnd&pg=PA2&dq=self-confidence+and+self-esteem+books&ots=kao6vXNYY0&sig=YvNngTdqtMe24-1ukVdHX2q3moI&redir_esc=y#v=onepage&q=self-confidence%20and%20self-esteem%20books&f=false)
• Self-Esteem and Foreign Language Learning (https://books.google.si/books?hl=sl&lr=&id=JqghEAAAQBAJ&oi=fnd&pg=PR7&dq=self-confidence+and+self-esteem+books&ots=6c9CaerLV6&sig=I659SbCuxmVbe4lTWBsaD16HxB0&redir_esc=y#v=onepage&q=self-confidence%20and%20self-esteem%20books&f=false)
• https://www.sciencedirect.com/science/article/pii/S1469029211000768  

Specific

• N Branden – 2011. How to raise your self-esteem: the proven action-oriented approach to greater self-respect and self-confidence
• Self-esteem and well-being as the major indicators of resilience to stress (A Sharma, D Bali – Indian Journal of Positive Psychology, 2013. Self-esteem and well-being as the major indicators of resilience to stress (https://www.proquest.com/openview/5241d2d6d47a98682e48f6bea52cafd5/1?pq-origsite=gscholar&cbl=2032133)

Description

The purpose of the module is understanding of the importance of leisure for achieving well-being.

Objectives

• Understanding the importance of quality leisure time for well-being
• Knowing caregiver’s role in empowering the individual to engage in leisure activities
• Knowledge of the specifics of methods and techniques for the use of leisure time for different users
• Knowledge of different environments for performing leisure activities

Class Content

1. Identifying opportunities for leisure
2. Identifying personal factors for the use of free time
3. Use of natural resources from the surroundings
4. Appropriate choice and adaptation of activities and surroundings for leisure activities

Bibliography

General

• https://beststyletrends.com/benefits-of-recreation-and-leisure/
• Eigenschenk, B., Thomann, A., McClure, M., Davies, L., Gregory, M., Dettweiler, U., & Inglés, E. (2019). Benefits of Outdoor Sports for Society. A Systematic Literature Review and Reflections on Evidence. International journal of environmental research and public health, 16(6), 937. https://doi.org/10.3390/ijerph16060937
• https://www.karger.com/Article/Abstract/444415#
• https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjmytbHxM7yAhWdg_0HHap7C90QFnoECCsQAQ&url=https%3A%2F%2Fwww.nps.gov%2Fgoga%2Flearn%2Fmanagement%2Fupload%2F1536_ca-health_benefits_081505-2.pdf&usg=AOvVaw1NonwSM0LSZiytd4K0YMRj
•   

Specific

• 90 exsamples of leisure (https://simplicable.com/en/leisure)
• The Importance of Leisure Activities in the Relationship between Physical Health and Well-Being in a Life Span Sample (https://doi.org/10.1159/000444415)

Description

The purpose of the module is focused on caregiving using assistive technology and also on taking care of caregivers health during his work.

Objectives

• Know the principles of ergonomics.
• Be able to define and identify risk factors and protective factors.
• Know how to plan the work environment for wellbeing.
• Know how to use assistive devices.

Class Content

1. Application of assistive technology at different stages of life and for different users
2. Principles of ergonomics
3. Health in the workplace

Bibliography

General

• Edelman LC, Kudzma CE. Health promotion throught the lifespan 9th ed, 2018.
• Cook AM, Polgar JM, Ercarnacao P. Assistive Technologies: principles and practice.5th ed. St.Louis: Elsevier, 2020. 

Specific

• Seznam medicinskih pripomočkov s šifrantom, medicinskimi kriteriji, pooblastili, postopki in cenovnimi standardi. Ljubljana, Zavod za zdravstveno zavarovanje Slovenije, 2020. https://www.zzzs.si/?id=126&detail=DFDC914987E44E2AC1257353003EC73A

Description

This submodule is introductory in nature and addresses the general processes related to the management of caregivers’ tasks and services in their daily professional practice. This daily practice will depend on the needs of each cared-for person, and the particularities of each country.

The importance of implementing person-centered care is analyzed, raising awareness of the need to orient the entire work plan of caregivers towards the objectives and tasks established in the individualized care plan.

On the other hand, it is relevant to note that caregivers use multiple documents with information relevant to their professional practice. Therefore, another key aspect of the sub-module are the contents related to the evaluation processes, determining how caregivers can participate in the evaluation tasks (initial, continuous and final), and the subsequent procedures for recording and transmitting information.

Objectives

• To analyse the general procedures and the elements that make up the caregivers’ work plan.
• To determine the importance of orienting the caregivers’ work towards the individualized care plan.
• To describe the processes and instruments for evaluating and collecting information, as well as the participation of caregivers in them.
• To define the techniques and procedures for the registration and transmission of information.
• To recognize the documentation that provides relevant information for the caregivers’ work.
• To show interest in the importance of conducting a continuous self-assessment of the caregivers’ work processes.

Class Content

1. The organization of the caregiver’s work. Work plan and general procedures.
2. Ability to understand the importance of individualized care plan.
3. Ability to collect the information relevant to apply individualized care plan.
4. Ability to apply individualized care plan into the daily structure.
5. Registration and transmission of information: techniques and procedures. Use of technologies in the registration of information.
6. Documentation and filing of relevant information for the caregiver: reception protocols, incident reports, follow-up sheets, care journal, etc.
7. Self-evaluation of the caregiver’s work carried out, by means of questionnaires, and self-reporting.

Description

The contents of this submodule address the processes and tasks of managing the daily work of caregivers, focusing on the area of facility management.

In relation to the management of the facilities, the characteristics of the different spaces of relevance to caregivers, the architectural design and the frequently used furniture are identified. The training content will pay special attention to prevention and emergency protocols, in order to promote management processes that guarantee the safety of spaces and facilities.

The sub-module provides caregivers with the recognition of the main elements and characteristics of appropriate clothing for professional practice, including uniform and protective equipment, as well as describes the relevant documentation for the management, conservation and ordering processes.

Objectives

• To define the main architectural and organizational characteristics of the facilities and common spaces in the professional practice of caregivers.
• To describe the elements of the distribution, signaling and maintenance of the daily spaces in the work of the caregivers.
• To identify the furniture commonly used in the work of caregivers and the tasks for maintenance and conservation.
• To recognize the principles of safety risks in the design of spaces and the procedures for prevention.
• To identify the appropriate clothing for the caregivers’ work and the main characteristics of the individual and collective protection equipment.
• To analyze the relevant documentation for the materials and facilities management processes.

Class Content

1. Types of facilities and buildings in the caregiver’s work. Characteristics of the architectural design and organizational criteria.
2. Distribution and maintenance of spaces and furniture.
3. Organization of the room. Beds and accessories: types and conservation.
4. Safe environments: main risks (e.g., electrical hazards; fire and explosion; noise pollution; falls, bumps and trips) and prevention. General safety regulations and emergency plans aimed at the main labour-related risks explained.
5. Signage of facilities: types (prohibition, obligation, warning, and emergency), main features, and accessibility of signage (e.g., cognitive, visual, and auditory levels). Influence of decorative elements on care work, as facilitators or barriers.
6. Clothing appropriate to the activity. Use of uniforms.
7. Documentation for the management of materials and facilities (e.g., inventories and order sheets).

Description

Working in multidisciplinary teams is essential in the professional practice of caregivers. Different professions contribute their vision and knowledge, with the aim of designing and implementing individualized care plans. Teamwork requires knowledge of efficient and effective collaboration strategies, the distribution of tasks and responsibilities, and the development of management procedures aimed at achieving good coordination. These contents are analyzed in the sub-module, with a practical orientation focused on the professional reality of caregivers.

Entrepreneurial culture is another of the themes of the sub-module. Basic strategies are described for the development of entrepreneurial actions within the professional sector of caregivers. The contents will promote the acquisition of skills and tools for the management of entrepreneurial ideas and business plans.

Objectives

• To understand the basic characteristics of an effective and efficient work team, according to the usual care teams in each country.
• To acquire the ability to understand the participation of caregivers within the work team.
• To acquire the ability to work in a team (my role, my responsibilities…).
• To apply the principles of entrepreneurial culture in the health and social care sector.
• To identify the basic stages and procedures to implement an entrepreneurial business idea in the caregivers’ work environment.

Class Content

1. Teamwork. Strategies for effective and efficient collaborative work.
2. Teams in the careers’ work sector: composition and responsibilities within the individual care plan. Role of caregivers.
3. The management of work teams: coordination procedures, distribution of tasks, shift calendars and schedules.
4. The entrepreneurial culture. The caregiver as an entrepreneur.
5. Basic notions for starting an entrepreneurial business idea in the care sector. The business plans.

Description

Ethic, norms and legislation constitutes a basic and implicit knowledge that all caregivers and health professionals have to know and assume during the develop of their tasks.

Each country and region have its own regulations and norms, but there are some important documents that have to be incorporated into the training program of the caregivers.

In this submodule, the main documents and concerns about Human Rights, Ethics norms and privacy and data confidentially will be presented. Some case studies and special situation could be treated to generate dialog and reflections between caregivers.

Objectives

• To know and to understand the ethical, personal and professional issues during the care work.
• To know and to assume the main norms, laws and legal responsibilities of giving care.
• To identify and recognize the right to dignity, privacy, intimacy and confidentiality of people which will receive the care.
• To know and to respect the autonomy in decision-making for the user, and the right to receive all needed information about the process of care.
• To know and to assume the caregivers’ limitation and their role towards other health and social care professionals.

Class Content

1. General issues about ethical and moral.
2. Civics, Human Rights and Respect.
3. International, national and regional norms related to person autonomy and rights.
4. Professional secrecy, privacy and confidentiality of information.
5. Legal responsibility in the exercise of caregiver functions.

Description

Information and Communication Technologies (ICT) are increasingly present in people’s daily lives, offering a wide range of possibilities for different occupations, such as leisure, social participation, education or work.

This submodule is focused on the benefits and possibilities that ICT can provide in different care-related tasks. In addition, it also addresses the contributions that technology can make to other needs of caregivers, related to their personal sphere, such as their leisure and free time, their social relationships, or their training.

Thus, ICT can facilitate many activities for caregivers, and contribute to the improvement of both their quality of life and that of the cared-for person.

Objectives

• To describe what ICT are, how they are classified, and what general benefits they can bring to caregivers.
• To identify the main ICT that can be used in tasks related to caregiving.
• To be able to integrate the use of ICT into daily care routines.
• To recognize the main ICT that can be used in leisure, social participation, and education activities.
• To define the main risks that may arise when using ICT.
• To know how to use ICT safely and without risks.

Class Content

1. ICT: Definition, conceptualization and classification. General benefits for caregivers.
2. Key ICT to support caregiving (e.g., websites and apps with tips and recommendations on how to perform certain care tasks, or how to look after their own health; videos with guidelines on care tasks; programmes for the planning and recording of care related activities, appointments and medication administration; platforms or applications to meet other caregivers and exchange experiences and knowledge; self-assessment procedures for caregiving overload, to periodically self-assess whether the caregiver is in a situation of overload and recognises the need for help and support).
3. Main ICT for leisure, social participation, and education (e.g., social networks; platforms for free downloading and viewing of short films, movies, music, and books; websites to explore tourist attractions and take virtual tours; apps with relaxation contents; e-learning platforms for different subjects of interest, such as languages).
4. Guidelines for safe and risk-free use of ICT. Ethical considerations in the application of ICT in caregiving. Ethical considerations in the use of ICT in the personal domain of caregivers (leisure, social participation, and education). Keys to staying safe in the use of ICT, and avoiding risks.

Description

This submodule seeks to introduce students to the importance of palliative care as a holistic approach to the phenomenon of suffering and the end of life, in an approach that emphasizes the comfort and dignity of the person, understanding the role of the caregiver in this process.

Objectives

• Understanding the complexity of suffering and the phenomenon of death and dying
• Recognize the palliative care as a holistic approach to suffering
• Know how to communicate managing honesty, truth, and hope
• Develop scientific, technical, and relational skills to care for a dignified death
• Understanding the implications of advanced disease in the person’s life project
• Knowing philosophy, principles, and palliative care structures

Class Content

1. The impact of terminal illness on the patient and family
2. Attitudes towards death and the end life
   • Values related to the life path,
   • The end of life and death
3. Principles and philosophy of palliative care
4. Organization of palliative care in health systems
5. Palliative Care interface with certain specific diseases:
   • Cancer
   • Chronic respiratory diseases
   • Respiratory failure
   • Heart diseases
   • HIV/AIDS infection
   • Chronic Degenerative Neurological Diseases
   • Chronic kidney failure
6. Skills of communication and systemic approach: management of bad news, family conference

Bibliography

General

• Hillier R. Palliative medicine: a new specialty. Br Med J (1988) 297: 873-874
• Calman K. Education and training in palliative medicine. In: Doyle D, Hanks G, Cherny N, Calman K. Oxford Textbook of Palliative Medicine. Oxford University Press. 3rd edition (2004)

Specific

• Aulbert E. Principles of symptom control in palliative medicine. Zentralbl Chir. 1998;123(6):632-6. PMID: 9703637.

Description

This submodule aims at developing students’ understanding of the basic human needs and basic techniques of care of patients in different specific types of disorders.

Objectives

• Develop skills to assess the health needs of adults, the elderly, and the family.
• Provide planning of care for adults and the elderly in situations of health recovery or maintenance of quality of life in long-term care and/or chronicity.
• Train for the development of basic care actions aimed at meeting individual needs.

Class Content

1. Quality of Life and Coping Strategies
2. Basic human needs
   • Oxygenation, and oxygen therapy
   • Nutrition and elimination
3. Basic care for patients
   • Respiratory system disorders: COPD and Pneumonia
   • Cardiovascular system disorders: ICO, angina and arterial hypertension.
   • Cardiovascular system disorders: CHF, Acute Lung Edema
   • Ostomies
   • Digestive system disorders: gastritis, gastric ulcer, GECA, constipation.
4. Basic care to prevent pressure ulcers
5. Pain control

Bibliography

General

• American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
• Thomas, C. L. (Ed.). (2009). Taber’s cyclopedic medical dictionary (22nd ed.). Philadelphia, PA: F.A. Davis Company.

Specific

• Edwards, D. (2019). Toolkit for Caregivers: Tips, Skills and Wisdom to Maximize Your Time Together
• McQueen, D., & Jones, C. (2007). Global perspectives on health promotion effectiveness. New York: Springer.

Description

The aim of this submodule is to promote students’ understanding of the care needs arising from complex states of illness, disease and end of life.

Objectives

• Identifying common symptoms in situations of end of life
• Developing relationship skills with patients and families as part of symptom control
• Understanding the aspects of work in inter and trans disciplinary team in palliative care and the specific role of the caregiver

Class Content

1. Observation, evaluation, and control of common symptoms in situations of end of life
2. Comfort measures in the final stage of life.
3. Education of patients, families, and caregivers
4. Care in agonizing phase
5. Work in inter and trans disciplinary team in palliative care
6. Selfcare of professionals

Bibliography

General

• Hillier R. Palliative medicine: a new specialty. Br Med J (1988) 297: 873-874
• Calman K. Education and training in palliative medicine. In: Doyle D, Hanks G, Cherny N, Calman K. Oxford Textbook of Palliative Medicine. Oxford University Press. 3rd edition (2004)

Specific

• Aulbert E. Principles of symptom control in palliative medicine. Zentralbl Chir. 1998;123(6):632-6. PMID: 9703637.

Description

This submodule aims at making students familiar with ethical issues related to the end of life under the legal, philosophical, and religious aspects, as well as to introduce students to the principles of bioethics.

Objectives

• Identifying the ethical and legal aspects and implications of caregivers action in end of life care
• Understanding the general principles regarding bioethics
• Understanding spirituality as a key aspect of caregiving

Class Content

1. Law, Ethics and Justice: regulation and jurisprudence
2. The Rights to Life and Health
   • Informed consent in adults, minors and adults with reduced capacity
   • The duty of information and the duty of secrecy
3. Bioethics
   • General questions regarding bioethics
   • Withholding and withdrawing treatmentPersistent Vegetative State
   • Euthanasia
4. Spirituality
   • Spirituality as Part of Caregiving
   • Meaning and means of coping

Bibliography

General

• Thomas A. Shannon and Nicholas J. Kockler, An Introduction to Bioethics. 4 th Edition. Paulist Press, 2009. ISBN: 978-0-8091-4623-9

Specific

• Lydia Dugdale (ed.): Dying in the twenty-first century. Toward a new ethical framework for the art of dying well. The MIT Press, Cambridge (MA) and London (England), 2015.
• Nelson-Becker, Holly & Ai, Amy & Hopp, Faith & Mccormick, Thomas & Schlueter, Judy & Camp, Jessica. (2013). Spirituality and Religion in End-of-Life Care Ethics: The Challenge of Interfaith and Cross-Generational Matters. British Journal of Social Work. 10.1093/bjsw/bct110.

Description

This submodule approaches the dynamics of grief, death and dying in the context of family systems and their significance in human development throughout the life cycle.

Objectives

• Understanding the general concepts related to life cycle
• Understanding the cultural aspects and differences in mourning
• Identifying main concepts and techniques in grief counselling

Class Content

1. Systems and life cycle
2. Types of losses – Attachment Theory
   • Loss and families
   • Death of a Parent
   • Death of a Child
   • Death of a Sibling
   • Death of a Companion
   • Suicide
   • Anticipatory grief
3. Mourning in Different Cultures
4. Rituals and Meaning
5. End of Life Issues – Difficult Conversations
6. Grief Counselling

Bibliography

General

• Niemeyer, R. A. (Ed.) (2016). Techniques of grief therapy: Assessment and Intervention. New York: Routledge. ISBN: 978-1-138-90593-1
• Worden, J.W. (2009). Grief counseling and grief therapy: A handbook for the mental health practitioner. 4 th edition. New York: Springer Publishing Company. ISBN: 978-0-8261- 0120-4

Specific

• Arnold, Carrie, (Ed.). (2018). Understanding child and adolescent grief: Supporting loss and facilitating growth. New York, NY: Routledge. ISBN: 978-1-138-74088-4
• Doka, K. J. (2016). Grief is a journey: Finding your path through loss. New York: Atria Paperback. ISBN: 978-1-4767-7151-9

Description

This submodule will try to empower users about their rights and responsibilities.

Objectives

• Ability to define and recognize user rights (culture, diversity, values, beliefs, sexual orientation, religion, age, other disabilities – visual impairment, hearing loss, cognitive impairment, mental health diseases, etc.)
• Ability to identify country specific access to services
• Ability to define and recognize user responsibilities (respect to service provider/career, accuracy of information, etc.)
• Ability to understand possible consequences if responsibilities are violated

Class Content

1. Country specific information about the patients/users rights for care and other services (health care, social care)
2. Basic information about mental health, home care, insurance/financing, transportation, public health, education, social services, community-based services
3. Country specific information about the patients/users responsibilities when they are getting care and/or service
4. Country specific information about violation of service/care

Bibliography

General

• Service users rights & responsibilities. Available at: https://www.hartservices.org.au/index.php/service-user-rights-and-responsibilities

Specific

• Zakon o pacientovih pravicah (Uradni list RS, št. 15/08, 55/17 in 177/20)

Description

The communication between user and provider of care depends on their relationship (formal, informal, family, etc.). This submodule will focus on identifying specific cultural needs, personal values, and preferences to improve communication skill between the user of care and the provider of care.

Objectives

• Ability to recognize and apply different communicational strategies
• Ability to understand the communication strategies with cognitive impaired person, children, and other people with special needs
• Ability to promote individual and developmental approach
• Ability to encourage family-to-family and peer support
• Ability to provide support in learning about and participating in patients care and decision-making

Class Content

1. Fundamentals of communication
   • Effective listening
   • Interpretation
   • Verbal and non-verbal communication
     • body language
     • facial expression
     • tone of voice
   • Barriers in communication
     • jargon
     • language
     • noise
     • psychological and physiological barriers
     • cultural beliefs, etc.
2. Other important skills
   • how to ask the right question at the right time
   • honesty and transparency
   • friendliness, empathy and respect
   • confidence
   • personal space
3. Seven C’s of communication
4. Non-verbal support (music, scent, touch, etc.)
5. Communication strategies/styles for different populations
   • children
   • elderly
   • cognitive impaired
   • mental health disease, etc.

Bibliography

General

• Gurav AM (2020). Basic concepts and need of communication. Conference paper.
• Basic communication concepts. Nursing fundamentals. Available at:
  https://wtcs.pressbooks.pub/nursingfundamentals/chapter/2-2-basic-communication-concepts/

Specific

• Seven C of communication. Available at: https://edexec.co.uk/the-seven-cs-of-communication/

Description

Neglect, abuse, and mistreatment are important public-health and societal issues. It affects people from various backgrounds, ages, gender, and sexual orientation. This submodule will provide participants with present-day perspective of neglect, abuse, and mistreatment.

Objectives

• Ability to understand basic background and concepts of neglect, abuse, or mistreatment.
• Ability to recognize signs that neglect, abuse, or mistreatment may be occurring.
• Ability to respond to neglect, abuse, or mistreatment; or to respond to concerns related that neglect, abuse or mistreatment may be occurring.
• Ability to understand and identify barriers in reporting neglect, abuse, or mistreatment.
• Ability to understand and apply prevention strategies of neglect, abuse, or mistreatment.

Class Content

1. Background and concepts of neglect, abuse, or mistreatment
   • definitions
   • people at risk
   • forms of neglect
   • abuse or mistreatment
   • occurrence
   • reasons and contribution factors
2. Signs of neglect, abuse, or mistreatment occurred based on different types
3. Strategies on how to respond to neglect, abuse and mistreatment or respond to concerns related
   • assessment
   • ensuring early help and safety
   • sharing information
   • reporting/referring to local authorities
   • supporting victim
4. Barriers in reporting neglect, abuse, or mistreatment
   • fears
   • unclear guidelines
   • reporting culture
   • whistleblowing
5. Prevention strategies of neglect, abuse, or mistreatment

Bibliography

General

• National Research Council (US) Panel to Review Risk and Prevalence of Elder Abuse and Neglect; Bonnie RJ, Wallace RB, editors. Elder Mistreatment: Abuse, Neglect, and Exploitation in an Aging America. Washington (DC): National Academies Press (US); 2003.
• Daly JM, Butcher HK. Evidence-Based Practice Guideline: Elder Abuse Prevention. J Gerontol Nurs. 2018 Jul 1;44(7):21-30. doi: 10.3928/00989134-20180614-05. PMID: 29969137.

Specific

• Children
  • https://www.gov.uk/topic/schools-colleges-childrens-services/looked-after-children
  • https://www.nice.org.uk/guidance/qs179
• Elderly
  • https://www.euro.who.int/__data/assets/pdf_file/0010/144676/e95110.pdf
• Disable
  • https://www.odsc.vic.gov.au/wp-content/uploads/Literature-review_December-2017.pdf
• LGBT+
  • Bloemen EM, Rosen T, LoFaso VM, Lasky A, Church S, Hall P, Weber T, Clark S. Lesbian, Gay, Bisexual, and Transgender Older Adults’ Experiences With Elder Abuse and Neglect. J Am Geriatr Soc. 2019 Nov;67(11):2338-2345. doi: 10.1111/jgs.16101. Epub 2019 Aug 21. PMID: 31433870; PMCID: PMC7288570.
• Domestic
  • https://www.rcn.org.uk/clinical-topics/domestic-violence-and-abuse
• Zakon o preprečevanju nasilja v družini (Uradni list RS, št. 16/08)
• Pravilnik o pravilih in postopkih pri obravnavanju nasilja v družini pri izvajanju zdravstvene dejavnosti (Uradni list RS, št. 38/11)

Description

Many families face with long-term illness and/or disabilities of a member what requires assistance, care, treatment, and support. Social and cultural background and the level of education plays important role to become an informal caregiver. This submodule will provide participants the information about family-centered caregiving.  

Objectives

• Ability to understand the differences between families
• Ability to identify the impact of the illness on the patient and the family
• Ability to understand the role of informal caregiver
• Ability to understand core concepts of PFCC (dignity and respect, Information sharing, participation and collaboration)
• Ability to improve disease-specific communication skills with the honor to cultural diversity and family tradition
• Ability to implement family centered care in daily routine

Class Content

1. General information of the most common long-term illness and/or disabilities which effects family integrity
2. Information of how to collaborate between health care professionals, patient, and family
3. Specific information how to provide and continue care in pandemic 
4. Barriers of family centered care
   • social aspect
   • intellectual and/or cognitive impairment of caregiver
   • relationship and connection

Bibliography

General

• Institute for patient- and Family-center care. Availabe at: https://www.ipfcc.org/about/pfcc.html
• Kokorelias KM, et al. (2019). Towards a universal model of a family centered care: a scoping review. BMC Health Service Research, 19:564.

Specific

• Children: https://familyvoices.org/familycenteredcare/
• Opoioid: Daress P, Dokken DL. (). Partnering with patients and families to strengthen approaches to the opioid epidemic. Available at: https://www.ipfcc.org/bestpractices/opioid-epidemic/IPFCC_Opioid_White_Paper.pdf
• Pandemic: Dokken DL, Johnson BH, Markwell HJ. (2021). Family presence during a pandemic: guidance for decision making. Availabe at: https://www.ipfcc.org/bestpractices/covid-19/IPFCC_Family_Presence.pdf

Description

This submodule will provide basic knowledge, tools, and strategies in aim to protect/improve caregiver/personal assistant health, safety, and well-being. Furthermore, participants will be introduced to the need for further knowledge, competencies, and skills development.

Objectives

• Ability to understand general concepts and approaches of care giving and personal assistance.
• Ability to understand impacts of caring and how to respond at them.
• Ability to understand and apply health and safety measures at work.
• Ability to understand and apply coping tools and strategies in improving own wellbeing.
• Ability to understand the need for learning, knowledge, and skills, and to reflect and identify the need for further development.

Class Content

1. General concepts and approaches of caregiving (formal/informal) and personal assistance (assistive/directed)
   • biomedical
   • biopsychosocial
   • integrative
   • holistic
   • complexity
2. Impacts of caring on caregivers
   • negative/positive
   • experience
   • response
   • behavior
   • emotions
   • stress
   • fatigue
3. Health and safety of caregivers
   • lonely work
   • safeguarding
   • confidentiality
4. Improving caregiver’s wellbeing: coping tools and strategies
   • reflective practice
   • peer support
   • getting advice
5. Caregivers and personal assistants learning and development
   • reflective practice
   • maintaining professional knowledge
   • skills up to date

Bibliography

General

• Koshy, K., Limb, C., Gundogan, B., Whitehurst, K., & Jafree, D. J. (2017). Reflective practice in health care and how to reflect effectively. International journal of surgery. Oncology, 2(6), e20. https://doi.org/10.1097/IJ9.0000000000000020
• https://www.penderelstrust.org.uk/pdf/PAs/Personal_Assistant_Handbook_Cambridgeshire.pdf
• Reinhard SC, Given B, Petlick NH, et al. Supporting Family Caregivers in Providing Care. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Apr. Chapter 14. Available from: https://www.ncbi.nlm.nih.gov/books/NBK2665/
• Docherty, A., Owens, A., Asadi-Lari, M., Petchey, R., Williams, J., & Carter, Y. H. (2008). Knowledge and information needs of informal caregivers in palliative care: a qualitative systematic review. Palliative medicine, 22(2), 153–171. https://doi.org/10.1177/0269216307085343

Specific

• Treanor, C. J., Santin, O., Prue, G., Coleman, H., Cardwell, C. R., O’Halloran, P., & Donnelly, M. (2019). Psychosocial interventions for informal caregivers of people living with cancer. The Cochrane database of systematic reviews, 6(6), CD009912. https://doi.org/10.1002/14651858.CD009912.pub2
• Corry, M., Neenan, K., Brabyn, S., Sheaf, G., & Smith, V. (2019). Telephone interventions, delivered by healthcare professionals, for providing education and psychosocial support for informal caregivers of adults with diagnosed illnesses. The Cochrane database of systematic reviews, 5(5), CD012533. https://doi.org/10.1002/14651858.CD012533.pub2