Quality improvement through the paradigm of learning

2.50
Hdl Handle:
http://hdl.handle.net/2436/620601
Title:
Quality improvement through the paradigm of learning
Authors:
Hafford-Letchfield, T., Lavender, P.
Abstract:
Purpose – Achieving meaningful participation and co-production for older people in care requires radical approaches. The purpose of this paper is to explore an innovation where learning interventions were introduced into care settings and older people matched to community-based learning mentors to develop partnerships. The authors explore how the concept of learning might be used as a paradigm to raise the quality of care in institutionalised settings using a co-productive and relationship-based approach to promote wellbeing. Design/methodology/approach – A structured evaluation drew on qualitative data captured from interviews with older people (n=25) and learning mentors (n=22) to reflect on the potential benefits and challenges involved when introducing learning interventions in care settings. This was contextualised alongside data captured from stakeholders (n=10) including a care home manager, social care and education commissioners, trustees and project staff to assess the interdisciplinary contribution of lifelong learning to quality improvement. Findings – Introducing learning interventions to older people within care settings promoted participation, advocacy and relationship-based care which in turn helped to create a positive culture. Given the current challenges to improve quality in care services, drawing on a paradigm of learning may encourage older people to retain their independence as care homes strive towards a person-centred approach. Promoting social activities and leisure using learning was found to foster closer working relationships between older people and the wider community. These had a levelling effect through reciprocity, using an asset based approach. There were benefits for the care provider as the partnerships formed enabled people to raise both individual and collective concerns about care and support. Originality/value – Raising and sustaining the quality of support for older people requires input from the wider public sector beyond health and social care. Purposeful engagement with other disciplines such as learning and leisure offers the potential to realise a more sustainable model of user choice, person-centred support and user involvement. Being engaged through learning can nourish membership in the community for marginalised populations such as older people living in care homes.
Publisher:
Emerald
Journal:
Quality In Ageing and Older Adults
Issue Date:
2015
URI:
http://hdl.handle.net/2436/620601
DOI:
doi.org/10.1108/QAOA-02-2015-0009
Type:
Article
Language:
en
ISSN:
1471-7794
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorHafford-Letchfield, T., Lavender, P.en
dc.date.accessioned2017-08-17T14:41:18Z-
dc.date.available2017-08-17T14:41:18Z-
dc.date.issued2015-
dc.identifier.issn1471-7794-
dc.identifier.doidoi.org/10.1108/QAOA-02-2015-0009-
dc.identifier.urihttp://hdl.handle.net/2436/620601-
dc.description.abstractPurpose – Achieving meaningful participation and co-production for older people in care requires radical approaches. The purpose of this paper is to explore an innovation where learning interventions were introduced into care settings and older people matched to community-based learning mentors to develop partnerships. The authors explore how the concept of learning might be used as a paradigm to raise the quality of care in institutionalised settings using a co-productive and relationship-based approach to promote wellbeing. Design/methodology/approach – A structured evaluation drew on qualitative data captured from interviews with older people (n=25) and learning mentors (n=22) to reflect on the potential benefits and challenges involved when introducing learning interventions in care settings. This was contextualised alongside data captured from stakeholders (n=10) including a care home manager, social care and education commissioners, trustees and project staff to assess the interdisciplinary contribution of lifelong learning to quality improvement. Findings – Introducing learning interventions to older people within care settings promoted participation, advocacy and relationship-based care which in turn helped to create a positive culture. Given the current challenges to improve quality in care services, drawing on a paradigm of learning may encourage older people to retain their independence as care homes strive towards a person-centred approach. Promoting social activities and leisure using learning was found to foster closer working relationships between older people and the wider community. These had a levelling effect through reciprocity, using an asset based approach. There were benefits for the care provider as the partnerships formed enabled people to raise both individual and collective concerns about care and support. Originality/value – Raising and sustaining the quality of support for older people requires input from the wider public sector beyond health and social care. Purposeful engagement with other disciplines such as learning and leisure offers the potential to realise a more sustainable model of user choice, person-centred support and user involvement. Being engaged through learning can nourish membership in the community for marginalised populations such as older people living in care homes.en
dc.language.isoenen
dc.publisherEmeralden
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectOlder peopleen
dc.subjectCare Homesen
dc.subjectQualityen
dc.subjectLearning opportunitiesen
dc.subjectSocial careen
dc.subjectParticipationen
dc.subjectCo-productionen
dc.subjectReciprocityen
dc.titleQuality improvement through the paradigm of learningen
dc.typeArticleen
dc.identifier.journalQuality In Ageing and Older Adultsen
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