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Elderly care as an autonomy-supportive environment: from the perspectives of professionals and elderly
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
Field Research and Development Unit (UFFE), Social Services in Umeå.
(English)Manuscript (preprint) (Other academic)
Abstract [en]

For people to be intrinsically motivated in contrast to doing something because it leads to a separable outcome, they have to experience their behavior as self-determined. It requires either inner resources or contextual supports for autonomy, that is, the extent to which people feel supported in their ability to function autonomously, make choices and decisions. The more one internalizes the reasons for an action, the more one’s extrinsically motivated actions become self-determined. Since individual autonomy is embedded in relationships and circumstances and contexts can yield autonomous regulation, when autonomy-supportive, awareness about the conditions that nurture regulation and internalization can contribute to optimize people's quality of life. Thus the present interview study aims to examine elderly care as an autonomy-supportive environment from the perspectives of professionals and elderly, and also whether an intervention aimed to improve elderly care quality enhances autonomy-support. Nine elderly care recipients and their contact persons participated at Time I and 7 contact persons at Time II. The results suggest that elderly care (in this study) is not an autonomy-supportive environment due to too many constraining interactions. Moreover, quality improvement work does not automatically increases autonomy-support. However, autonomy and elderly care may not need to be a paradoxical conjunction if autonomy and independence are seen as separate goals of elderly care.

Keyword [en]
autonomy-support, quality improvement work, elderly care, intervention, interview study, content analysis
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-68030OAI: oai:DiVA.org:umu-68030DiVA: diva2:615509
Projects
Lärande och kunskap i äldreomsorgen
Available from: 2013-04-11 Created: 2013-04-10 Last updated: 2013-04-12Bibliographically approved
In thesis
1. Intervening with care: creating new infrastructures for learning and increasing quality of elderly care
Open this publication in new window or tab >>Intervening with care: creating new infrastructures for learning and increasing quality of elderly care
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Intervention med omsorg : i syfte att skapa nya infrastrukturer för lärande och öka äldreomsorgens kvalitet
Abstract [en]

Substantial changes in public elderly care in Sweden have been resulting in a standing need of updating staff competence to match the new demands and maintain quality. Since the ability to learn is of importance when confronting changing conditions, organizations in general, as well as the authorities responsible for elderly care, invest large amounts of resources in learning in the workplace. However, the success of such investments depends on the interactions among numerous individual and organizational factors.

This thesis has aimed at increasing our understanding of the process and consequences of the learning intervention Steps for Skills in the context of elderly care, by addressing three specific research aims. The first aim focused on the psychosocial environment as a precondition for learning. The perceived learning climate was addressed in Study 1, and correlations were found between leaders’ and employees’ perceived learning climate and, to some extent, between employees’ perceived learning climate and work group skills.

The second aim focused on the consequences of the intervention for employees in terms of their psychosocial environment and the building of new infrastructures for learning. Changes in perceived learning climate and their relation to the transfer of knowledge were addressed in Study 2. It was found that the intervention had influenced the perceived learning climate differently for different groups. In addition, the use of the new knowledge depended on the learning climate. The consequences for employees were also addressed in Study 3 by examining the relation between process and outcome. Results showed that although the same method was used, the content of the improvement work differed, influencing employees’ perceptions of the learning climate, resource adequacy and workload differently.

The third research aim focused on the consequences of the intervention for elderly by addressing elderly care quality, conceived as autonomy-support. The results from Study 4 identified too many constraining interactions for elderly care to be described as an autonomy-supportive. It is concluded that general quality improvement work does not guarantee increased autonomy-support. All in all, these results show that context and process matter, and also provide information concerning quality improvement through learning interventions.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. 69 p.
Keyword
learning intervention, learning climate, skills, knowledge, resource adequacy, workload, quality improvement, autonomy-support, elderly care, Sweden
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
urn:nbn:se:umu:diva-68031 (URN)978-91-7459-604-5 (ISBN)978-91-7459-603-8 (ISBN)
Public defence
2013-05-03, bt102, Beteendevetarhuset, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Projects
Lärande och kunskap i äldreomsorg
Available from: 2013-04-12 Created: 2013-04-10 Last updated: 2013-04-12Bibliographically approved

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Citation style
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