RESUMO
The mental health of older adults contributes to their overall well-being. However, numerous studies have reported substantial prevalence of mental health problems, especially depression, in nursing home residents. Due to the poor quality of education and training provided to nursing home front-line caregivers, most of whom are nursing assistants, many residents experiencing depression are not recognized as such and consequently receive no treatment. Emphasizing the aging process and mental health components in education and training programs for nursing assistants could have a positive impact on the detection and treatment of depression in residents.
Assuntos
Educação em Enfermagem/normas , Promoção da Saúde , Saúde Mental , Cuidados de Enfermagem/estatística & dados numéricos , Casas de Saúde , Ensino/normas , Idoso , Transtorno Depressivo/diagnóstico , Transtorno Depressivo/epidemiologia , Transtorno Depressivo/enfermagem , Humanos , Casas de Saúde/estatística & dados numéricosRESUMO
Nursing assistants are the number one resource in nursing homes. The challenge is to recruit, educate, and retain nursing assistants who consistently provide the highest quality of resident care.
Assuntos
Assistentes de Enfermagem/organização & administração , Casas de Saúde/organização & administração , Qualidade da Assistência à Saúde , Humanos , Capacitação em Serviço/organização & administração , Assistentes de Enfermagem/educação , Lealdade ao Trabalho , Seleção de Pessoal , Admissão e Escalonamento de Pessoal , Estados UnidosRESUMO
Although studies have documented the importance of the academic environment in promoting positive outcomes among students, few quantitative studies in nursing have been performed to identify strategies through which a nurturing learning environment can be created. A randomized two-group pretest-posttest design was used to investigate effects of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization as caring practitioners. Groups did not differ significantly on the outcomes measured in this study. As a whole, students showed statistically significant increases in anxiety, depression, and negative affect, along with decreased self-esteem and positive affect during the junior year of nursing school. Psychological problems and stress-related symptoms have been well documented among college students in general and professional students in particular. Although the findings from this study are not unique, they suggest the need to reconsider strategies by which the affective and professional socialization goals of undergraduate nursing education can be achieved.
