RESUMEN

Previous research has highlighted that acute care provision can lead to a loss of confidence, control, and independent functioning in older adult patients. In addition, it is recognized that interactions between patients and health care staff are central to the prevention of functional decline in patients. In this study, we aimed to affect the staff-patient relationship by implementing a coaching intervention in an older adult acute care setting. Here, we report on staff experiences of this coaching approach. Data were collected from 16 members of staff via semi-structured interviews, which were analyzed using thematic analysis. Four themes were identified: Putting a Label on It, Stepping Back and Listening, Identifying the Opportunities, and Working as Team. Our findings show that a coaching approach can be successful in getting staff to reconsider their interactions with patients and to focus on strategies that foster the independence and autonomy of older adult patients.

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RESUMEN

Our patient, carer, and staff feedback clearly tells us that elderly patients are frequently disempowered by acute care provision, environments, and attitudes. This debilitates individuals mentally and physically, reducing their independent functioning, and may mean that they require prolonged care or are unfit to return home. We developed the concept of "recovery coaching" to support acute inpatient elderly care rehabilitation. We designed a training intervention to achieve "coaching conversations" between our staff and our patients. Data were collected from 46 participants; 22 in the pre-intervention stage and 24 in the post-intervention stage. For the post-intervention patients, mean scores indicated that there was slightly higher increase in the patient's independence in terms of their Barthel (ADL) scores and that they reported higher feelings of self-efficacy. For this patient group it was also found that more returned home with the same level of care as on their admission, and that fewer patients required residential care placements at discharge. This innovative intervention allowed us to challenge the fundamental basis of "I do it for you" to "I will do it with you", allowing the patient to become an integral partner in their health care.

RESUMEN

We report four experiments examining effects of instance similarity on the application of simple explicit rules. We found effects of similarity to illustrative exemplars in error patterns and reaction times. These effects arose even though participants were given perfectly predictive rules, the similarity manipulation depended entirely on rule-irrelevant features, and attention to exemplar similarity was detrimental to task performance. Comparison of results across studies suggests that the effects are mandatory, non-strategic and not subject to conscious control, and as a result, should be pervasive throughout categorization.

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BACKGROUND: The strategies students adopt in their study are influenced by a number of social-cognitive factors and impact upon their academic performance. AIMS: The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self-efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time. SAMPLE: A total of 163 first-year undergraduate students in psychology at a UK university took part in the study. METHODS: Participants completed the Work Preference Inventory motivation questionnaire, self-efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory. RESULTS: The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self-efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self-efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self-efficacy beliefs, where students with low levels of self-efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self-efficacy (both reading and writing) demonstrated no such change in approaches to studying. CONCLUSIONS: Our results demonstrate the important role of self-efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self-efficacy beliefs amongst students may be beneficial to improving their approaches to study.

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