Use of an Ambient Activity Technology for Long-Term Care Residents With Dementia.

The purpose of the current pilot study was to determine the impact of an ambient activity technology, ABBY®, on responsive behavior and family visiting in a long-term care (LTC) home. We were also interested in family and staff perceptions of the technology. A mixed methods research study was conducted over a 6-month period and data were collected using standardized measures and focus groups. Although no significant differences were noted in responsive resident behaviors, focus group data showed the ABBY enriched the care environment and provided additional opportunities for families and staff to engage residents. Although the introduction of a new technology can create challenges for staff, with time, these challenges can be overcome. [Journal of Gerontological Nursing, 48(1), 35-41.].

Long-Term Care Nurse Leaders Find Calm in Chaos: Reflections from a CEO during a Global Pandemic.

Loch Lomond Villa is one of the largest long-term care communities within the province of New Brunswick. Our organization supports caring living environments for over 450 clients and their family members along with 354 employees.

Nursing students' experiences with clinical placement in residential aged care facilities: a systematic review of qualitative evidence.

OBJECTIVE: The objective of this systematic review was to synthesize the best available evidence on nursing students' experiences with clinical placement in residential aged care facilities. INTRODUCTION: Nursing education programs play a key role in preparing future nurses to care for the growing number of older adults who will require health care. A key component of this preparation involves ensuring that curricula optimize student learning through carefully designed clinical learning practice experiences. Residential aged care facilities provide students with opportunities to work exclusively with older adults. Studies that address clinical placements in residential aged care facilities highlight both the benefits and concerns of student learning and professional development. Insight into student experiences of clinical placements in residential aged care facilities can help inform nursing curricula and contribute to a better understanding of how best to prepare students to care for an aging population. INCLUSION CRITERIA: This review considered all qualitative studies that included undergraduate and diploma nursing students. Nursing students included individuals or groups identified as nursing students independent of the type of program, level of learning, or time spent in the setting. METHODS: A three-step search strategy was used to identify English language qualitative primary research studies. Two reviewers independently appraised the included studies using the JBI Critical Appraisal Checklist for Qualitative Research. Key findings were extracted and classified as unequivocal or credible. RESULTS: Fourteen qualitative studies were included, published between 2003 and 2018. A total of 53 findings were extracted and aggregated into seven categories. From the seven categories, two synthesized findings were developed: the evolution of learning and embracing opportunity. CONCLUSION: This review captured student experiences of clinical placement in residential aged care facilities. The findings highlight the importance of students entering the setting with knowledge of how to care for older adults and being able to respond to challenging resident behavior. Equally important is the need for students to understand the roles and contributions of all care staff in the setting, including nurses and unregulated care providers. Although the residential aged care setting can be a challenging learning environment for students, it also offers opportunities for student growth and professional development, especially when there are clearly articulated learning outcomes and appropriate role models available.

Teaching strategies and activities used for students' clinical placement in residential aged care facilities: a scoping review protocol.

OBJECTIVE: The objective of this scoping review is to examine and map current knowledge of teaching strategies and activities used with nursing students during clinical placements in residential aged care facilities. INTRODUCTION: Residential aged care facilities provide opportunities for nursing students to develop skills and interest in caring for older adults. Studies that address students' clinical placements in these settings highlight the benefits of and concerns with their experiences. Insight into the state of knowledge regarding teaching strategies used in residential aged care facilities could benefit nursing education programs and help to ensure student learning is maximized. INCLUSION CRITERIA: This scoping review will consider research and narrative reports on teaching activities and strategies used by nursing faculty and residential aged care facility staff in teaching nursing students. The concepts of interest include planned and intentional activities and strategies used to facilitate student learning and student clinical experiences. A clinical experience is defined as when a student enters a residential aged care facility and is assigned an individual or individuals to care for. METHODS: This scoping review will aim to locate published and unpublished literature employing a three-step search strategy. Only papers published in English from 1992 onward will be included. Data extracted from eligible papers will include details on the participants, context, strategy, activity and outcomes. Extracted data will be reported in a tabular form and presented narratively to address the review objective.

Teaching strategies and activities to enhance students' clinical placement in residential aged care facilities: a scoping review.

OBJECTIVE: The purpose of this scoping review was to examine teaching strategies and activities used in nursing students' clinical placement in residential aged care facilities. INTRODUCTION: Population aging necessitates that nursing curricula ensure student interest and commitment to working with older adults. While searching for suitable clinical placements that provide students with opportunities to care for older adults, nursing programs have turned to residential aged care facilities. Studies show that carefully planned placement in these environments supports students' needs and offers rich learning possibilities. INCLUSION CRITERIA: This review examined intentional teaching strategies and activities used during student placement in residential aged care facilities, and considered research and textual papers on the subject. The strategies and activities included those that took place prior to, during, or after the experience. METHODS: The review included qualitative and quantitative research reports as well as text and opinion papers. Only research reports and papers published in English from 1992 to August 2019 were included. The databases searched were: CINAHL (EBSCO), MEDLINE (Ovid), Academic Search Premier (EBSCO), Embase (Elsevier), ERIC (EBSCO), ProQuest Dissertations and Theses, and Google (with advanced search strategies). Two independent reviewers screened citations for inclusion while a third reviewer resolved discrepancies. A table was developed for data extraction to record data relating to the review objective. Specific data extracted included the details on research design, geographical location, year of publication, description of the teaching strategy or activity. RESULTS: Of the 84 research reports and papers that were eligible for full-text review, only 25 (30%) were included in the final set. Sixteen papers were research reports including a variety of qualitative, quantitative, and mixed method designs. The remaining nine were textual papers and included frameworks, descriptions, and evaluations of a teaching strategy or activity. Most research reports and papers identified more than one strategy and/or activity used concurrently. The use of care staff as student mentors and facility orientation for students were the two most common strategies and activities reported. CONCLUSION: A range of teaching approaches during clinical placements in residential aged care facilities was revealed. These approaches targeted students, staff of aged care facilities, and nursing faculty. Collaborative efforts between aged care facilities and educational institutions allowed for the pooling of resources and the delivery of teaching approaches to students and the engagement of care staff. Many of the approaches were co-designed by educational programs and residential aged care facilities. The number of approaches that used more than one teaching strategy and/or activity reflects an appreciation for the importance of student placements and the complexities of aged care facilities. A lack of longitudinal or evaluative research highlights a gap in the literature. There is a need for further work to understand and evaluate the long-term effects and benefits of teaching strategies and activities used to enhance students' clinical placements in resident aged care facilities.

Nursing students' experiences with clinical placement in residential aged care facilities: a systematic review protocol of qualitative evidence.

REVIEW QUESTION/OBJECTIVE: The objective of this review is to analyze and synthesize the best available evidence on nursing students' experiences with clinical placement in residential aged care facilities.The specific review questions are.

Linking Incidents in Long-Term Care Facilities to Worker Activities.

This article reports on a study examining staff activities being performed when incidents were reported to have occurred. The risk for injury among health care providers who engage in patient handling activities is widely acknowledged. For those working in long-term care, the risk of occupational injury is particularly high. Although injuries and injury prevention have been widely studied, the work has generally focused on incident rates and the impact of specific assistive devices on worker safety. The purpose of this study was to examine reported staff incidents in relation to staff activities. A multicenter cross-sectional exploratory study used retrospective data from reported staff incidents (2010, 2011, and 2012) and prospective data from 360 hours of staff observations in five long-term care facilities during 2013. Descriptive statistics were used to analyze data. A total of 898 staff incidents were reviewed from the facilities. Incidents were most likely to occur in resident rooms. Resident aides were more likely to be engaged in high-risk activities than other care providers. Times when staff incidents were reported to have occurred were not associated with periods of high staff-to-resident contact. Safe handling during low and moderate risk activities should be promoted. Education on what constitutes a reportable incident and strategies to ensure compliance with reporting policies and procedures may be needed to ensure accuracy and completeness of incident data.

How registered nurses, licensed practical nurses and resident aides spend time in nursing homes: An observational study.

BACKGROUND: Calls for improved conditions in nursing homes have pointed to the importance of optimizing the levels and skills of care providers. Understanding the work of care providers will help to determine if staff are being used to their full potential and if opportunities exist for improved efficiencies. OBJECTIVES: To explore the activities of care providers in different nursing homes and to identify if variations exist within and across homes and shifts. METHODS: A multi-centre cross-sectional observational work flow study was conducted in seven different nursing homes sites in one Canadian province. Data were collected by a research assistant who conducted 368 h of observation. The research assistant collected data by following an identical route in each site and recording observations on staff activities. RESULTS: Findings indicate staff activities vary across roles, sites and shifts. Licensed practical nurses (nursing assistants) have the greatest variation in their role while registered nurses have the least amount of variability. In some sites both registered nurses and licensed practical nurses perform activities that may be safely delegated to others. Care providers spend as much as 53.7% of their time engaged in non-value added activities. CONCLUSIONS: There may be opportunities for registered nurses and licensed practical nurses to delegate some of their activities to non-regulated workers. The time care providers spend in non-value activities suggest there may be opportunities to improve efficiencies within the nursing home setting.

Carboxylate bioisosteres of gabapentin.

A series of carboxylate bioisosteres of structures related to gabapentin 1 have been prepared. When the carboxylate was replaced by a tetrazole, this group was recognized by the alpha2-delta protein. Further characterization of alpha2-delta binding compounds 14a and 14b revealed a similar pattern of functional in vitro and in vivo activity to gabapentin 1.

Preferential action of gabapentin and pregabalin at P/Q-type voltage-sensitive calcium channels: inhibition of K+-evoked [3H]-norepinephrine release from rat neocortical slices.

Gabapentin (GBP; Neurontin) and pregabalin (PGB; CI-1008), efficacious drugs in several neurological and psychiatric disorders, inhibit neurotransmitter release from mammalian brain slices at therapeutically relevant concentrations. A detailed investigation, exploring the basis for this in vitro phenomenon, focused on norepinephrine (NE) and rat neocortical tissue in complementary assays of neurotransmitter release and radioligand binding. The results are consistent with the hypothesis that GBP, PGB, and related substances decrease neocortical NE release by acting at the alpha2delta subunit of presynaptic P/Q-type voltage-sensitive Ca2+ channels (VSCC) subserving Ca2+ influx in noradrenergic terminals. The inhibitory action appears competitive with [Ca2+]o and preferential to those neurons undergoing prolonged depolarization. Other results indicate that the reduction of exocytotic NE release is independent of L- and N-type VSCC, classical drug/peptide binding sites on VSCC, Na+ channels, alpha2-adrenoceptors, NE transporter, and system L amino acid transporter. These findings suggest a selective modulation of P/Q-type VSCC that are implicated in neurotransmission and several GBP-responsive pathologies.