ABSTRACT
This study aimed to map food pathways in care homes to identify how residents exercised choice and control over their food intake and any associated or influencing factors. Four homes were visited, interviews were conducted with chefs and nursing staff and the dining facilities were noted. It was found that residents were dependent on the care home for the provision of food. There was almost no direct contact between residents and external food retailers. A food map was constructed, which identified three routes for potential improvements in practice: supply and delivery of food; serving of food; and consumption of food. Residents' choice and control over food could be improved through the design of new products for serving and consumption of food and eating aids, access to local food retailers and nutritional training.
Subject(s)
Choice Behavior , Food Preferences/psychology , Food Services , Menu Planning/methods , Nursing Homes , Patient Participation , Aged , Attitude of Health Personnel , England , Food Services/organization & administration , Geriatric Assessment , Humans , Internal-External Control , Needs Assessment , Nursing Assessment , Nursing Evaluation Research , Nursing Homes/organization & administration , Nutrition Assessment , Patient Participation/methods , Patient Participation/psychology , Surveys and Questionnaires , Total Quality Management/organization & administrationABSTRACT
Despite the widespread inclusion of research education within nursing courses, there remain a number of tensions about the purpose, content, and philosophy underpinning such programmes. Of particular concern is the importance of establishing appropriate teaching and learning strategies in order to ensure that research education is enjoyable and effective. These issues are explored within this paper, and provide the background context for this discussion on the redesigning of a research module within an undergraduate programme for post-registration community nursing students. The paper highlights the rationale for undertaking this change, and discusses the educational frameworks, which were used in order to develop the programme. An initial evaluation suggests the redesigned curriculum is a positive development that has enhanced both the teaching and learning of research.
