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Finding the fundamental needs behind resistance to care: Using the Fundamentals of Care Practice Process
Author(s) -
Rey Sylvie,
Voyer Philippe,
Bouchard Suzanne,
Savoie Camille
Publication year - 2020
Publication title -
journal of clinical nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.94
H-Index - 102
eISSN - 1365-2702
pISSN - 0962-1067
DOI - 10.1111/jocn.15010
Subject(s) - nursing , resistance (ecology) , process (computing) , nursing process , nursing care , quality (philosophy) , supervisor , psychology , medicine , computer science , management , epistemology , economics , biology , operating system , ecology , philosophy
A person living with Alzheimer's disease (PA) can experience difficulty during bodily care and therefore may show resistance to care behaviours (RTCBs). Nurses must take a clinical approach to planning care that meets the person’s needs. Therefore, it is necessary to identify training strategies for bedside nurses and nursing students. Aims and objectives To describe and discuss how the FOC practice process (FOC‐PP) can help nurses understand PAs who show RTCBs during bodily care. Background Resistance to care behaviour phenomenon and the importance of bodily care as fundamental care are described. The FOC‐PP enables nurses to apply the FOC framework in their practice. Design This discursive paper is based on the literature of the FOC framework and PP. Method A clinical scenario that develops through the five stages of the FOC‐PP. Results The scenario centres on Mrs. Emily Morgan, 81, who lives in a nursing home and is not receiving the bodily care that she needs. Camille, a nursing student, and her supervisor Florence collaborate with Mrs. Morgan’s family to improve the quality of her care. Three particular aspects of nursing practice based on the FOC‐PP are described: the critical thinking process, relational process and pedagogical process. Conclusion The FOC‐PP promotes holistic care centred on the person and his or her needs and encourages the nurse to use his or her skills and knowledge. All these dimensions are fundamental for high‐quality nursing care. Relevance to clinical practice Mrs. Morgan's scenario enables us to perceive that the FOC‐PP is very useful for nursing students and bedside nurses. However, given the amount of specific and diverse knowledge required by the FOC‐PP, it is necessary to identify avenues for teaching them. Using clinical scenarios could facilitate the integration of the FOC‐PP, with taking into account the specific characteristics of individual clients.