Active Care In Practice: Long-Term Experiences From An Education Programme.

PURPOSE: To explore whether the Active Care education programme has influenced the participants in practice over time and if so how. METHOD AND MATERIAL: A hermeneutic explorative approach. Semi-structured focus group interviews and individual interviews with participants from the education programme from 2014 to 2015. Participants came from different areas in care and had different professional backgrounds. Systematic text condensation analysis based on Malterud. RESULTS: The Active Care programme has given the participants new knowledge that motivated, inspired and gave them power to change their practice. The new knowledge seems to give resonance in their basic values and strengthens their understanding of the importance of the users' basic needs and right to be empowered. CONCLUSION: Active teaching methods that appeal to participants help to understand and expand carers' repertoire and increases professionalism across professions and positions. Structural factors need to be addressed to meet the goal of integrated person-centered services.

Implementing active care through (cultural) activities of daily living: A person-centred approach to achieve flourishing.

AIM: To investigate how participants in the Active Care education programme experienced using their obtained knowledge in practice. DESIGN: A narrative inquiry as described by Clandinin and Connelly. METHOD: A thematic analysis of 20 narratives written by participants in the education programme from 2015-2017. RESULTS: Three themes appeared to be dominant: the consequences of activity, relationships and positive emotions. These elements reflect the notion of flourishing.