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Related Concept Videos

Documentation in Long-Term and Home Healthcare Setting01:29

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Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Area of Science:

  • Pediatric Nursing
  • Oncology Care
  • Patient Education

Background:

  • Home care for pediatric oncology and stem cell transplant patients frequently involves central line (CL) management by caregivers.
  • Current methods for achieving caregiver proficiency in CL care and interventions developed with caregiver input are insufficient.

Purpose of the Study:

  • To identify drivers of caregiver CL care proficiency using the COM-B model.
  • To assess caregiver knowledge, training preferences, and comfort levels with CL care.
  • To evaluate the acceptability and challenges of a pilot caregiver CL teach-back clinic program.

Main Methods:

  • A survey assessed knowledge, training value, and comfort in 79 eligible caregivers.
  • Responses were mapped to the COM-B model to identify proficiency drivers.
  • A pilot teach-back clinic program was introduced, and its acceptability/challenges were evaluated.

Main Results:

  • High caregiver knowledge (94%) and perceived value of hands-on training (95%), but lower comfort (53%).
  • Interest in teach-back training was high (79%), but participation was limited (38%) due to time constraints or feeling overwhelmed.
  • Key drivers for proficiency included caregiver support, effective nurse training, increased opportunities, and early, continuous engagement.

Conclusions:

  • Caregiver-centered approaches are crucial for co-designing effective home CL care interventions.
  • Standardized training and evaluation processes with multiple hands-on opportunities can improve caregiver CL care proficiency.