Alzheimer's disease care, nurse training, professional development, patient-centered care, collective competence, dementia care, healthcare professionals, knowledge acquisition, care techniques, Alzheimer's type dementia, patient anxiety, aggression management, behavioral disorders, emotional work, caregiver role, care pathway, professional practices analysis, nurse skills, quality of life at work, QVT, PEC, IDE, healthcare team, Alzheimer's disease management, dementia care techniques, patient experience, caregiver-patient-natural caregiver triad, Alzheimer's disease knowledge, nursing care, healthcare institution, workload, understaffing, Alzheimer's disease symptomatology
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Abstract
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Abstract
This document highlights the importance of continuous professional training for nurses to improve care for Alzheimer's patients, emphasizing the development of collective competence and knowledge.
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[...] it is the responsibility of the institution to accompany professionals to ensure the acquisition of knowledge and key skills in order to improve the patient experience within the PEC of Alzheimer's disease. Beyond training, it seems essential to create within teams a dynamic of competence transfer based on communication, exchange of knowledge. These formalized times are essential to develop reflexivity and thus allow the team to develop a collective competence together. In fact, 'the stronger the collective competence is, the more individual skills become indispensable' (Terrano & Avvanzino p18). Collective competence is the team's ability to learn together. [...]
[...] Each professional relies on skills and expertise to develop knowledge and skills and thus ensure continuous training. The third interview also mentions the multidisciplinary nature of the team to improve the care of patients with Alzheimer's disease. It highlights the strength of the collective and the existence of complementary skills to hand over or intervene in pairs if necessary. This allows the team to provide an adapted response to patients who do not suffer from the unavailability of the IDE. [...]
[...] Thus, to improve care, nurses rely on their more experienced colleagues, as well as on natural caregivers. In addition, beyond the situations of aggression, the interviews with the IDE have reported the anxiety of the patients, which is secondary to their temporal-spatial disorientation and requires a specific approach from the healthcare professionals to reduce this anxiety and thus prevent the situations of aggression. The difficult situations to manage have a significant impact on the well-being at work of the professionals and require times of analysis of professional practices. [...]
[...] In light of these reflections and definitions, we have developed a new research question. The development of a collective competence through the analysis of professional practices seems to be an important lever for the improvement of care for patients with Alzheimer's disease as well as for the improvement of the quality of life at work (QVT) of professionals. We have also identified the importance of caregivers in the accompaniment of patients. We have decided to include them in the new problematics. [...]
[...] Collective competence is built through experience with the need for good communication and cooperation. It is complex and relies on the sharing of representations, relayed by effective communication, efficient cooperation of team members. The analysis of professional practices allows for the development of the reflective posture of the professional from an individual point of view, but also for the development of the collective competence of the team in the care of patients with Alzheimer's disease. The analysis of professional practices 'has as its main purpose the construction of the professional identity of practitioners, in its different components: to strengthen the required skills in the professional activities exercised, to increase the degree of expertise, to facilitate the understanding of the specific constraints and stakes of the socio-professional universes and to develop the capacities of understanding and adjustment to others . [...]
