Helmi, 86-year-old woman, who has Alzheimer’s disease, has moved into an assisted living this week as the need for care has increased and safe living at home is no longer possible. Earlier, she has lived alone in a remote village. Helmi started to feel more frightened to live alone. At home she received home care services and had home care technology (safety bracelet, activity tracking system and medication dispensing service).
Today, a care and service plan is drawn up for Helmi together with her daughter. The conversation involves Helmi’s named nurse. The conversation takes place in Helmi’s own room.
The care and service plan has been made in other respects, but the part of the life story is supplemented today.
Remind the goals.
Emotion phase:
• Ask about the feelings during the exercise: first the client, then the nurse.
Fact phase
• What happened – describe what happened step by step.
• What went well?
• Feedback from observers on verbal and non-verbal interaction and critical activities.
Analysis phase
• Why specific decisions were made?
• How it should / could be done (ideas are generated by students, the tutor leads to the conclusions)?
• What to do to make it better?
• Students’ questions.
• What do you remember from the exercise (each student says 1 item – preferably everyone should say something different)?
• What should happen (select 3-4 items here that should always be discussed with students regardless of whether they happened or not)?
• Point out step by step what the students’ behavior should look like – exemplary.
• Motivate students to think reflectively while deceiving strengths and correct paths.
Cultural competencies
• How was the client encountered as an individual? How the client’s rights were taken into account?
• How the nurse demonstrated cultural sensitivity in interaction with the client?
• How a client’s own culture and customs were and can be supported in assisted living environment?
• What kind of generational differences and diversity existed / may exist in the field of nursing?
TOPIC
Knowing an older person’s life history to plan a person-centered care and service plan in assisted living
PREBRIEFING
Introduce:
– scenario topic
– the procedure that will be practiced in the scenario
– prerequisites (what the student should know)
– learning outcomes to be realized
– what the division of tasks will be
– scenario execution time
REFERENCES, MATERIALS FOR CLASSES
- Template for ”My lifestory”. https://www.dementiauk.org/life-story-work/
- Reminiscence for people with dementia. https://www.scie.org.uk/dementia/living-with-dementia/keeping-active/reminiscence.asp
- Meaningful activities, part four: Reminiscence. https://www.dementiauk.org/reminiscence-activities/
PREREQUISITES
- The student knows the importance of a care and service plan in nursing process.
- The student knows the legislation in terms of assisted living.
- The student knows the importance of life history and reminiscence for the quality care of a person with memory disorder.
- The student has the ability to encounter the older person and interact with him/her.
INTRODUCTION
Helmi, 86-year-old woman, who has Alzheimer’s disease, has moved into an assisted living this week as the need for care has increased and safe living at home is no longer possible. Earlier, she has lived alone in a remote village. Helmi started to feel more frightened to live alone. At home she received home care services and had home care technology (safety bracelet, activity tracking system and medication dispensing service).
Today, a care and service plan is drawn up for Helmi together with her daughter. The conversation involves Helmi’s named nurse. The conversation takes place in Helmi’s own room.
The care and service plan has been made in other respects, but the part of the life story is supplemented today.
CURRENT CLINICAL CONDITION
86-year-old woman, who has Alzheimer’s disease, has moved into an assisted living this week as the need for care has increased and safe living at home is no longer possible.
INTERVIEW
Getting to know the client’s life story in care planning and securing client’s quality of life.
