| ObjectiveFrom the perspective of active aging,to design long-term care activity curriculum for the disabled elderly,discuss its implementation effect,provide reference for nursing colleges to carry out long term care for disabled elderly education.MethodsThis research was divided into four parts:The first part was interview analysis on nursing students' viewpoint of long-term care for disabled elderly.The purpose sampling method was used to select 11 senior nursing students to conduct semi-structured interviews to find out nursing students' viewpoints on the long-term care of the disabled elderly,and analyze nursing students' long term care ability for disabled elderly.Semi-structured interview was used to collect data and Colaizzi seven-step analysis method was used to analyze the data.The second part was study on the design of long-term care activity curriculum for the disabled elderly.Follow the principles of practicality,autonomy and openness of the activity curriculum,and through literature review,network resources,interview results analysis,the preliminary design of long-term care activity curriculum for the disabled elderly,organization of expert demonstration to further improve,finally draw up a long-term care activity curriculum program for the disabled elderly.The third part was study on the development of the questionnaire on the nursing students' long-term care ability for the disabled elderly.Under the guidance of the theory of active aging,on the basis of reference review and field investigation,after expert group meeting,we compiled a nursing students' long-term care ability for the disabled elderly questionnaire.Using the content validity index and item-content validity index to test the expert content validity of the questionnaire,314 nursing students were selected conveniently,and the structural validity of the questionnaire was tested by exploratory factor analysis.Using Pearson correlation coefficient to test the internal correlation of questionnaire.Internal reliability and retest reliability were used to test the internal consistency of the questionnaire.The fourth part: the implementation effect study of long-term care activity curriculum for the disabled elderly.(1)This part is an experimental study.72 sophomore nursing students were recruited on a voluntary basis,and fell into the intervention group and control group at random.Nursing students in the intervention group participated in the long-term care activity curriculum for the disabled elderly.Established "caring for the disabled" study QQ group,uploaded activity learning materials.The control group joined the QQ group to study theory knowledge online.Before and after intervention,the nursing students' attitude towards old people and long-term care ability for the disabled elderly were evaluated by using Kogan's Attitudes toward Old People Scale and the questionnaire on the nursing students' long-term care ability for the disabled elderly,to collect two groups' data information.(2)This part is a qualitative study.Objective sampling method was used to select 13 nursing students from intervention group,and semi-structured interview was used to obtain the interview data,Colaizzi seven-step analysis method was used to analyze the interview data.ResultsThe first part: according to the analysis of nursing students' viewpoint of long-term care for the disabled elderly,six themes were abstracted: viewpoint of knowledge and skills to be available(life care,chronic disease care,mental health,rehabilitation guide),viewpoint of improving self ability(hope to study disabled elderly care knowledge and skill,combined knowledge and practice study).The second part: initially designed long-term care activity for the disabled elderly,after the expert demonstration,finally designed ten activity curriculum programs,including activity model,activity theme,activity objectives,activity content,activity form,online push content,coach teacher,activity place,activity implementation,activity evaluation.The third part: the I-CVI of the nursing students' long term care ability for the disabled elderly questionnaire was 0.92~1.00,CVI was 0.81.There were five public factors in the questionnaire:daily life care,medical care,emotional care,social participation support,social security support.The cumulative variance contribution rate was 79.921.The correlation coefficient between the total score of each factor and the total score of the questionnaire was0.746~0.920,the correlation coefficient between each factor and the total score of the questionnaire was0.509~0.859,and the correlation coefficient between the item score and the total score of the questionnaire was0.629~0.871.The Cronbach's ? coefficient of the questionnaire was 0.974,the Cronbach's ? coefficient of each dimension of the questionnaire was between 0.914 and 0.962,the split half reliability was 0.842,and each dimension of the questionnaire was between 0.895 and 0.941.The retest reliability was 0.967 after the interval of 2 weeks,and the retest reliability of each dimension was greater than 0.7(P < 0.05).The fourth part:(1)Experimental research: the intervention group and the control group of nursing students in the baseline data equalization(P>0.05)is comparable.After finishing activity curriculum for a period of 8 weeks,the two independent sample t test analysis showed that the scores of nursing students' attitude towards elderly in the intervention group were higher than control group,the difference was statistically significant(P<0.05),the scores of prejudice and appreciation dimension in the intervention group were higher than control group,the difference was statistically significant(P<0.05).The scores of long-term care ability for disabled elderly of nursing students in the intervention group were higher than control group,the difference was statistically significant(P<0.05),the scores of daily life care,emotional care and social participation support in the intervention group were higher than control group,the difference was statistically significant(P<0.05),the scores of medical care and social security support were higher than control group,the difference was statistically significant(P>0.05).The paired t test showed that the score of intervention group's KAOP and long-term care ability for disabled elderly were improved.(2)Qualitative research: Three themes and two sub-themes were obtained from the analysis of nursing students' experience participating in long-term care activity curriculum for the disabled elderly,they are: change of attitude((active to acquaintance,arouse the consciousness),master skills,improvement of learning enthusiasm.ConclusionThe activity curriculum of long-term care for disabled elderly,which was designed from the perspective of active aging theory,can change the attitude of nursing students towards the disabled elderly and improve the long-term care ability for the disabled elderly.It can provide a new educational way and reference basis for carrying out long-term care education for the disabled elderly in nursing colleges and universities.It is suggested to further explore the long-term care activity curriculum for the disabled elderly in the geriatric nursing education. |
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