The Raging River Certified Nursing Assistants’ Experiences in Rural, Long-Term Care

Workforce Challenges in Long-Term Care Pick Up Speed

Nursing Programs Could Sharpen LTC Focus

Myths, Evidence About Employee Turnover

The CNA Crisis: Turning Ideas Into Action

Nursing Home Reform in the Context of National Long-Term Care Services and Policy: The Devil in the Details of the National Academies Report.

Engaging Nursing Assistants to Enhance Receptivity to the Coronavirus Disease 2019 Vaccine

Training and Other Important Needs for Nursing Assistants Nanci Robinson Training of Nursing Assistants I think the nursing assistant (NA) training programs should be longer. My original course for Long Term Care was four weeks long after that I took an additional two months at a hospital to work on a Med/ Surg floor. So, I have a combined three months of schooling. Personally, I'd like to see certified nursing assistants (CNAs) given more responsibilities. I'd like to see a six-month program to include CPR and capillary blood glucose (CBG) training as well as more in depth anatomy training. I think six months would keep some, who are just looking for money, out of the field and help keep those of us who really want a career in nursing in the field. It would be a better stepping stone for those who plan to go on to a LPN or RN program. I currently have CBG training but my employer will not let me use it. It's disappointing because it's a skill I have that I can't use and it could really help out the nurses. I think if courses were a bit longer, CNAs might be taken a bit more seriously by their employers and respected by their colleagues in the medical field. I was trained in CBG while working for the hospital and received a card like a CPR card to show I was trained. I live and work and was trained in Arkansas. I'm not allowed to do CBGs in the long-term care and rehab facility where I work now, though. However, unless the resident is diabetic we do have to clip and file nails. It took many years for nurses to gain respect and be allowed to do some things that now CNAs do. For example, for many years doctors didn't feel nurses were qualified to even take vital signs. I suppose CNAs will have the same struggle. [End Page 147] "I'm wondering if extending the initial training time would not keep many out of the field, because they need a job with income ASAP." The same could be said for LPN training, could it not? Or even an RN. I don't understand why there is a train of thought that "anyone" should be allowed to be a CNA and as quickly as possible. I can tell when I'm working alongside a Certified Nursing Assistant who is in it because they want to be versus someone who wants the paycheck (not sure why, though, because to be honest Arkansas doesn't pay CNAs all that great, though I suppose for some it might be better than McDonalds). I took a $5 an hour paycut go get back into nursing because it's my passion, and while we all need a paycheck, that should not be the only reason for doing this work. "If extending the initial training time would keep many out of the field because they need a job with income ASAP, maybe employer facility-specific follow-up training would seem to be much more feasible for all. A CNA-in-training could be responsible for a lighter than 'normal' shift assignment while under the guidance of a qualified proctor CNA. It could improve efficiency and quality of care in the long run and probably improve retention rate of CNAs, for those administrators that are astute enough to consider the long-term effects of their policies." This might be good—the only problem is that most facilities aren't going to want to absorb any cost this might create by having additional staff for this purpose. Also, on the job training is not appreciated by employers as much as what might be considered actual "education" hours. Most CNAs want to do as much patient care as they can for the nurse—learning to assist with dressing changes, CBGs and other things that would be beneficial for both CNAs and the Nurse. Ensuring there is enough staff and that those staff members are there for the right reasons would do much more to improve the retention rate of NAs or CNAs. (I'm a...

Work Autonomy of Certified Nursing Assistants in Long-Term Care Facilities: Discrepant Perceptions Between Nursing Supervisors and Certified Nursing Assistants

AMDA's 2012 Medical Director of the Year Embraces change

Certified nursing assistants (CNAs) provide most of the direct care for long-term care (LTC) residents, yet there are few CNA-led interventions aimed at improving quality of care. In our preliminary work developing a CNA art-based intervention, we describe CNA definitions and perceptions of creativity in relation to care of LTC residents. Data from six sequential focus groups with CNAs (n=14) in two LTC facilities were analysed to describe the concept of creativity in relation to LTC caregiving and its meaning to CNAs working in LTC. Certified nursing assistants defined creativity as formal art-making, yet they also described creative approaches to engaging residents in order to build relationships and reduce challenging behaviour. While most linked creativity with discerning and responding to resident needs, creativity was also foundational to time management, teamwork and navigating challenges. Developing CNA-centred interventions to promote creative caregiving may enhance both person-centred LTC and CNA empowerment, improving resident care. CNA creativity should be viewed as a skill with the potential to enhance care and increase CNA empowerment. Interventions should be developed, in partnership with CNAs, to promote creative caregiving.

ABSTRACTBackground: Many residents in long-term care facilities in the United States have communication disorders that impede interactions with staff, particularly certified nursing assistants (CNAs) who provide direct care and are in a position to communicate with residents the most. Researchers in Canada have successfully used individualized communication plans to facilitate staff–resident communication in long-term care settings, but the viability of using communication plans to facilitate staff–resident communication in long-term care facilities in the United States has not been investigated.Aims: This study sought to determine the usefulness of communication plans by CNAs working in long-term care settings when providing personal care to residents with communication disorders and to explore the role support from the speech-language pathologist (SLP) might play in this process.Method & Procedures: The study used a grounded theory qualitative research design. Participants included 10 CNAs working in two long-term care facilities. Each CNA chose two residents with a communication disorder whom they felt might benefit from a communication plan. Communication plans were collaboratively developed by the SLP and the CNA for the selected residents. CNAs used the plans to facilitate communication during daily care of their residents for two weeks. Five CNAs from one facility received support from the SLP; five CNAs from a second facility did not. Following 2 weeks of communication plan use, all CNAs were interviewed. Interviews were transcribed verbatim and data were analyzed using open, axial, and selective coding per grounded theory methodology.Outcomes & Results: Findings indicated that communication plans were useful in facilitating CNA–resident communication. CNA’s negative views of certain aspects of their jobs were altered positively through use of communication plans. They gradually became more familiar with residents which made work less effortful and enriched relationships with residents. Findings also indicated that support for CNAs from a SLP may provide an incentive to use information in the communication plan to more effectively communicate with the resident while providing daily personal care and potentially improving the quality of that care.Conclusions: Communication plans are useful to CNAs in facilitating communication with residents in long-term care facilities and a minimal amount of support from the SLP enhances this process.

Diversity equity and Inclusion: To advance infection prevention and control efforts, nursing assistants need to be given the opportunity to dance

The growth in the number of older adults in the United States requires appropriately prepared health care providers at all levels who will be able to effectively care for this population. First-line caregivers such as certified nursing assistants (CNAs) need education and training in end-of-life care so they can provide high-quality care for residents and families in the long-term-care (LTC) setting. CNAs were recruited from an LTC facility in western New York to attend an educational intervention consisting of six 45-minute sessions on various topics selected by the researchers using the curriculum from the Core Curriculum for the Hospice and Palliative Nursing Assistant. Pretests and posttests were administered to assess changes in knowledge, and a satisfaction survey was used for the CNAs to identify additional learning needs. Nineteen CNAs completed the six education and training sessions. Data analysis revealed a significant increase in knowledge for the participants. CNAs were also able to identify additional learning needs. Significant improvement in knowledge was seen after the CNAs attended the educational intervention. CNAs working in LTC facilities need education and training in end-of-life care so they can provide appropriate and effective care to residents and their families. Education and training for CNAs led to increased knowledge of end-of-life care and desire for more educational opportunities. J Contin Educ Nurs. 2017;48(2):81-85.

Teacher, Teacher—An Apple for the Doctor

Preparedness for Resident Death in Long-Term Care: The Experience of Front-Line Staff