Sunday, 17 June 2018

Care-giving by family members

Roger Watson, Editor-in-Chief

Caring by family caregivers for family members is a considerable commitment and takes time away from work, leisure and life in general. But how much time do family caregivers spend on caregiving and how much time do they think they spend on it? This was the focus on an article from Spain by Timonet‐Andreu et al. (2018) titled: 'Overestimation of hours dedicated to family caregiving of persons with heart failure' and published in JAN which aimed to: 'profile the family caregivers of people living with heart failure, to determine the perceived and real time devoted to daily care and to identify the factors associated with caregivers’ overestimation of time dedicated to care'.

Nearly 500 patient-family caregiver dyads were involved in the study for three years. Caregivers overestimated the time spent on caring to be twice as much as the time they actually spent on caring. The factors which led them to overestimate caregiving time included the age of the caregiver and the length of the caregiving relationship. In conclusion, the authors say:

'The overestimation of time dedicated to care seems to be related to people living with heart failure and caregivers’ characteristics, such as functional status, caregiver burden, age and cohabitation. These patterns should be taken into account by nurses when carrying out assessments and care planning with these types of patients and their caregivers.

Moreover, objective measures to determine the real amount of time dedicated to caregiving should be developed to facilitate a comprehensive assessment of the caregiver’s situation. If this were done, specific interventions could be designed for caregivers with a strongly distorted perception of the time dedicated to care to detect underlying clinical or social circumstances that could be producing this misconception. This issue could then be addressed by means of educational or behavioural interventions.'

You can listen to this as a podcast

Reference

Timonet‐Andreu, E. , Canca‐Sanchez, J. C., Sepulveda‐Sanchez, J. , Ortiz‐Tomé, C. , Rivas‐Ruiz, F. , Toribio‐Toribio, J. C., Mora‐Banderas, A. and Morales‐Asencio, J. M. (2018), Overestimation of hours dedicated to family caregiving of persons with heart failure. J Adv Nurs. doi:10.1111/jan.13727


What affects clinical nurse educator’s perception of confidence in their role?

Van Nguyen, PhD 
Research officer, Alfred Health Clinical School, La Trobe University, Australia.

Associate Professor Helen Forbes, PhD
School of Nursing and Midwifery, Deakin University, Geelong, Australia.

Alfred Deakin Professor Maxine Duke, PhD
School of Nursing and Midwifery, Deakin University, Geelong, Australia.

Our article “The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence” provides an insight into the factors that assist clinical educators of nursing in Vietnam to develop confidence in their role. According to World Health Organisation (2013), there is a lack of evidence for the most effective preparation and support strategies for health educators. This study provides important evidence for the orientation and preparation of future nurse educators and other health professional educators. The results of this study will appeal specifically to current clinical nurse educators, those who are considering taking on this role or those who supervise clinical nurse educators.

This article is the third publication in our series about nursing education. The first article describes the development and validation of psychometric properties of the Clinical Nurse Educator Skill Acquisition Assessment tool (CNESAA) (Nguyen, Forbes, Mohebbi, & Duke, 2017b) which was used to identify preparation and support strategies for clinical nurse educators. The second article focuses on how confident Vietnamese clinical nurse educators were to undertake their role in the context of numerous restructures to professionalise nursing in Vietnam (Nguyen, Duke, & Forbes, 2017a). In these articles, the CNESAA was used not only to measure clinical nurse educator’s confidence but to explore important aspects related to the preparation of human resources for nursing education. Such use of the tool can also be applied in other contexts as well as other disciplines of health sciences.

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References

Nguyen, V. N. B., Forbes, H., Mohebbi, M., & Duke, M. (Accepted for publication). The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence. Journal of Advanced Nursing.

Nguyen, V. N. B., Duke, M., & Forbes, H. (2017a). Nurse educator confidence in clinical teaching in Vietnam: A cross-sectional study. Collegian. doi:10.1016/j.colegn.2017.09.008

Nguyen, V. N. B., Forbes, H., Mohebbi, M., & Duke, M. (2017b). Development and validation of an instrument to measure nurse educator perceived confidence in clinical teaching. Nursing & Health Sciences, 19(4), 498-508. doi:doi:10.1111/nhs.12373

World Health Organisation. (2013). Transforming and scaling up health professionals’ education and training: World Health Organization guidelines 2013. Retrieved from Geneva: http://apps.who.int/iris/bitstream/10665/93635/1/9789241506502_eng.pdf