CONTINUED FROM PAGE 1 management seems to be inefficient ( Danzl et al ., 2016 ; Roy , 2015 ; Wachters-Kaufmann et al ., 2005 ; Wenzel et al ., 2021 ).
While numerous studies have explored discrepancies associated with delivery of education , content , timing , and the extent of quality communication between providers and caregivers , few , if any , have investigated the methods that are particularly beneficial in promoting one ’ s confidence and comfort in their new role as caregiver after discharge . Likewise , even fewer studies have focused on the quality of the education provided by occupational therapy practitioners . Thus , in a recent study , the authors of this article explored the methods employed by occupational therapy practitioners to promote confidence and comfort in an individuals ’ caretaking abilities and gathered feedback from caregivers regarding which methods they believed would have better promoted their preparedness in the transition to the home environment ( Ryczek et al ., 2022 ).
In a study by Ryczek , Conway , Podosek , and Knecht-Sabres ( 2022 ), it was revealed that : ( 1 ) the majority of the caregiver participants reported feeling anxious about their abilities once in the home environment ; ( 2 ) only a small portion of the caregiver participants felt confident in their abilities to care for their loved one after discharge or prepared to assist with their loved one ’ s daily needs ; and ( 3 ) many of the caregiver participants expressed neutrality regarding the occupational therapy education being tailored to meet their specific caregiving needs . Regarding the timing of the occupational therapy education , many caregivers indicated that they only received education from the practitioner during the week of discharge . However , these caregivers identified two methods employed by practitioners as key in fostering comfort in their abilities after discharge . These included the practitioner ’ s establishment of a strong rapport with the caregiver and the practitioner ’ s intentional emphasis towards providing a client-centered education . More specifically , the caregivers in the study with Ryczek , Conway , Podosek , and Knecht-Sabres ( 2022 ), expressed that truly listening to their needs , opinions , and concerns ; welcoming them and other family members to attend occupational therapy sessions ; and providing genuine reassurance as therapy progressed was instrumental in their confidence and skill as a caregiver . However , they expressed that learning and practicing caretaking strategies only once prior to discharge left them anxious and overwhelmed about their new role . Additionally , the caregiver participants in this study reported that they did not receive any information about psychosocial resources from the occupational therapy practitioner and that they found generic written material to have little value in the days after discharge .
FUTURE RECOMMENDATIONS FOR PRACTITIONERS
Occupational therapy practitioners need to be aware that the needs of the patient are not always the same as the needs of the caregiver ( Pastore et al ., 2022 ; Ryzcek et al ., 2022 ). Thus , it is imperative that the practitioner take the time to ensure that they are truly addressing the needs of both the patient and caregiver . That is , occupational therapy practitioners should assess if they are truly collaborating with the caregiver and ensuring that they are providing individualized education that is tailored to the specific needs of each individual caregiver . Occupational therapy practitioners need to be sensitive to the fact that new learning can be stress provoking and often requires time , repetition , and practice to master skills and to feel comfortable and confident . Thus , practitioners should provide ample opportunities for caregivers to ask questions , reflect , and practice the necessary and relevant caretaking strategies prior to discharge . The provision of advanced educational media ( e . g ., Online resources and videos ) could also be advantageous in fostering the caregiver role and be extremely beneficial in reinforcing educational efforts and the information addressed during caregiver education . With the emergence of telehealth medicine , occupational therapy practitioners should start to advocate for follow-up phone calls and additional educational sessions after discharge , especially since some of the caregiver ’ s needs might not be revealed or evident until they are in the midst of caregiving in their own home environment . Since there is accumulating evidence to suggest that caregivers are unsure of how to handle some of
CONTINUED ON PAGE 3 Illinois Occupational Therapy Association | 2022 ISSUE 1 2