The Impact of a Dementia-Friendly Garden Design on People With Dementia in a Residential Aged Care Facility: A Case Study.

BACKGROUND: There is a paucity of evidence on the efficacy of garden design based on dementia-friendly environment (DFE) characteristics on the level of agitation, apathy, and engagement of people with dementia in residential aged care facilities (RACFs). OBJECTIVE: To investigate the effect of a garden improved according to DFE characteristics on agitation, apathy, and engagement of people with dementia in one RACF. METHODS: A case study design with a mixed-method approach was used. RESULTS: There was no significant improvement in the level of participants' agitation following visits to the improved garden, χ2(2) = 5.167, p = .076. A high level of engagement was found in participants during the intervention (Week 1-1, p < .01; Week 1-2, p < .01; Week 2, p < .01; Week 3, p < .05; and Week 4, p < .05) when compared to before intervention (Week 0). A higher level of apathy was found in participants at Week 0 when compared to during the intervention (Week 1-1, p < .05; Week 1-2, p < .01; Week 2, p < .05; Week 3, p < .01; and Week 4, p < .01). Five themes emerged from participant interviews: the presence of sensory-provoking elements in the garden, meaningful engagement in the garden, accessibility of the garden, garden impacts, and garden experiences that demonstrated the effectiveness of the garden. CONCLUSIONS: The garden promoted engagement and decreased apathy of people with dementia living in the RACF with the researcher's partial facilitation of the intervention sessions. The qualitative findings indicated the effectiveness of the garden in reducing agitation.

The meanings attributed to community gardening: A qualitative study.

Whilst the geographical, sociological, and ecological roles of community gardens have been explored previously, the meanings associated with community gardening are unclear. This narrative inquiry study aimed to understand the meanings attributed to community gardening from an occupational science perspective. Photo elicitation was used alongside narrative interviewing with eight metropolitan South Australian community gardeners. Narrative analysis highlighted five themes: a sense of community; a chance to share; an opportunity to grow; a therapeutic place; ecological contributions. These themes aligned with four dimensions of meaning theorised in the occupational science literature - doing, being, belonging and becoming - with doing and belonging being most evident in our study. Health professionals are encouraged to consider community gardens as places that provide clients with opportunities for enhancing these dimensions of meaning, through engaging in a range of activities, experiencing a sense of belonging and strengthening their identity. By adopting an occupational science lens, these findings provide a new perspective on the importance of engaging in community gardening.

Repurposing Waste Streams: Lessons on Integrating Hospital Food Waste into a Community Garden.

There have been increasing efforts in recent decades to divert institutional food waste into composting programs. As major producers of food waste who must increasingly demonstrate community benefit, hospitals have an incentive to develop such programs. In this article, we explain the emerging opportunity to link hospitals' food services to local community gardens in order to implement robust composting programs. We describe a partnership model at our hospital in central Pennsylvania, share preliminary outcomes establishing feasibility, and offer guidance for future efforts. We also demonstrate that the integration of medical students in such efforts can foster systems thinking in the development of programs to manage hospital waste streams in more ecologically-friendly ways.

School Gardens: A Qualitative Study on Implementation Practices.

School gardens have beneficial effects on children's dietary behaviors but information on its implementation is scarce. The current study aimed to gain insight in implementation practices of school gardens and in perceptions of key members and children towards a school garden. We conducted twelve interviews involving 14 key members and five focus groups with 38 children from fifth to sixth grade (10-13 years old) in four primary schools in Ghent (Flanders, Belgium). We analyzed the interviews and focus groups in NVivo, using thematic analysis. School gardens were mainly initiated to involve children in nature, not to improve vegetable consumption. Participants were positive about having a school garden, experienced facilitating factors (e.g., adaptability of the garden, having a person responsible for the garden), but also various barriers (e.g., difficulties with startup, maintenance during summer holidays and integration in the school curriculum) and suggested some solutions (e.g., involving external organizations and parents, expanding the garden) and motivating factors for children (e.g., colorful plants, use of gloves). In order to improve implementation and to contribute to children's health, future school gardening projects should take the recommendations of key members and children into account.

Poor outdoor access linked to depression.

Lack of access to gardens and outdoor spaces could harm care home residents' mental health, a study published in The Gerontologist has found.