040. Lessons Learned from Qualitative Research on Older Adults: A Conversation with Dr. Roslyn M. Compton

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Hello and welcome to GAPNA Chat, an official podcast of
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the Gerontological Advanced Practice Nurses Association. Gapnachat provides interviews and
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discussions with GAPNA leaders and members of the gerontological healthcare community,
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and will focus on advocacy, policy, education, professional development, research
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and clinical care for older adults. Before we get started,
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if you are an Advanced practice nurse caring for older
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adults and want to further your career, GAPNA encourages you
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to sit for the Gerontological Specialist Certified Exam and earn
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your GSC credential. This expert certification distinguishes APRNs with the
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knowledge and experience to manage the complex health needs of
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older adults. Visit gerrosert dot org to learn more. In
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this episode, doctor Cassantes, a gerontological nurse practitioner and member
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of the GAPNA communication team, talks with doctor Roslin M. Compton,
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an Associate professor in the College of Nursing at the
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University of Saskatchewan in Saskatoon and Director of Education for
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the Canadian Gerontological Nursing Association. Doctor Compton reflects on how
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her global nursing experiences have helped her understand older adults
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and how cultural and societal norms not only impact patients
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but also their healthcare providers. She highlights what she has
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learned about gerontological nursing, working with partners across different fields
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and backgrounds, and the importance of listening to and maintaining
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lifestyle of older adults. We are pleased to present doctor
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Vones's interview with doctor Compton.
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Welcome everyone, and thank you for joining us for Gapna Chat.
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I am doctor Cassandravani and with us today I have
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doctor Rosalind Compton. Doctor Compton earned nursing degrees from the
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University of Western Sydney and the University of New England
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in Australia, and a PhD in nursing from the University
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of Alberta. They are an Associate professor in the College
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of Nursing at the University of Saskatchewan and serve as
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Director of Education for the Canadian Gerontological nurses Association and
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Associate editor for Perspectives, the Canadian Gerontological Nursing Association's publication.
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Before academia, doctor Compton worked in rural, remote and community
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nursing in Australia, Saudi Arabia and Canada. With a focus
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on family and school health. Their narrative inquiry research explores
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older adults experiences of place, identity, aging in place, interdependence,
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narrative gerontology, interprofessional practice, and narrative care using patient oriented approaches.
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Doctor Compton studies quality of life, family presence, patient engagement,
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and care transitions. Doctor Compton founded Better long Term Care
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and the IEE Long Term Care Consortium and co founded
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the Crossmount Memory Cafe, sk long Term Care Network and
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the Saskatchewan Navcare Program. They collaborate with the Saskatchewan Health
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Authority and other organizations to advance care with older adults
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and their close ones. Thank you doctor Compton for joining
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us on Gatnitchat today. To begin with, could you share
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your journey from nursing in Australia to geriatric care in Gatauan, Canada.
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Yes, it's been quite the journey, and I think with
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lots of gerontological nurses, we've somewhere in our lives we've
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had a significant influence of an older adult or someone
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that has made us a spy to caring with older adults.
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My person was my grandmother. She lived at home until
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she was ninety four and eleven months to be exact,
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because she was always exact about her age. And I
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think that when I started my nursing career, I actually
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began in long term care. I enjoyed it, it was
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a private home, but I just thought that there's got
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to be more. I wanted more out of nursing. I
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wanted more out of place to find and understand people,
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which is why I ended up going rural and remote,
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because you're living in community, working with across generations. Understanding
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the nuances of each community and each person as a
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unique person really helped me to understand and what growing
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older meant because I would start with newborns and I
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would care with persons all the way to end of
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life in their late nineties. So this across the continuum
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and that whole understanding that everybody's growing older every single day.
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And I think that focus for me was the important piece.
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Some people can be older adults in their late thirties
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because of their complexity of their health care needs. Some
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people in their late nineties can be an adult in
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their characteristics. But that biological aging and how the body
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changes is something that really drew me into think, well,
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you know, maybe if I understand older adults. Maybe I
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could then understand what happens across the generations to become
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that older adult, all of those social determinants of health,
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all of the influences of society, and how we prescribe
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what older adults should look like, and then how we
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actually become older adults as continue to go older. So
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I think that that's how it came as the shift
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to Saskatchewan. A good nurse looking for adventure, looking for
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a change, looking for something that I could see or
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maybe use what I'd already learned and bring it elsewhere,
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and just that excitement of being somewhere different, because every
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time I move into a new community, I learned so
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much more about people, but I learn so much more
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about how I nurse with people, rather than doing two
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and four people and just having that more in depth
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understanding of people. So what I brought from Australia into
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Saskatchewan was a rural, remote lens, was primary healthcare focus,
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a very much upstream, which wasn't quite the way that
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Saskatchewan was working at the time and is still struggling
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to move to being upstream, looking at prevention, looking at promotion,
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rather than looking at that crisis intervention. So staying in Saskatchewan,
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oh boy, I'd like somewhere warmer for sure, here, but
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is that sunset. You can make a difference by helping
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communities find their assets, to look for their strengths, to
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see how they can help each other, to continue to
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grow older in their own communities without having to move
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or to relocate, how to listen to their communities, and
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to be just that little bit further ahead in what
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we're offering or how we can provide services as co creators.
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Rather than saying this is what your community needs, you
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have to make these changes, but saying to the community,
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what are your assets, what do you see the gaps are?
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How do you imagine changing this? And then helping them
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to work through that process. And I think that that's
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what keeps me here, is that that hope that you
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can help is to do that. But also what I
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learn here it's so easy to transfer into my Australian
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communities that I continue to stay connected with and to
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learn and grow from there as well. So there's this
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I guess it's back and forth between my two communities
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and my two cultures that helps me to stay connected
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to both, but also really well grounded in understanding that
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nowhere is the same. Growing older is not the same
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in every location, and it really depends on what assets,
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what things you can connect to that helps you to
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grow older and grow older the way you choose to
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and not where the system prescribes.
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So in addition to research, you have some teaching responsibility
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and the College of Nursing. And when you think about
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your experiences, you know in the community, you know, caring
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for older adults, how have those perspectives changed the way
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you approaching for you know, an up and coming generation
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of nurses.
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I think when I graduated nursing, everyone said that if
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you become a gerontological focused nurse, you will lose your skills.
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And what they were talking about were those those IV skills,
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the assessment skills in an acute care setting. What people
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don't realize is that you actually need a lot of skills.
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There's a gerontological nurse. Older adults are complex and they
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come with multiple interacting whether it's medications, disease, where they live, like,
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there's many other things that you need to assess rather
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than just their health or that acute care need. That
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crisis in my teaching and facilitation of learning. I find
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they have to overcome that continuing understanding that working with
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older adult locier skills. And so when you when we
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start teaching now, we used to start in a different location,
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but we really got to studying with age first and
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helping the younger generation. And some of the students that
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are in my class are my age. It's not just
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young in age, but more looking at young as a nurse.
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So where are they at in their nursing career and
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what myths have they been told about nursing and what
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have they already learned over generations about caring with older adults.
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Because you're also pushing up against that tension of older
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adults in many communities being there but not seen, being
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locked away into long term care homes or to be
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put into seniors high rises so they get less and
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less visible. And also that generation that I'm working with
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now is that they may never have actually come across
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an older adult in their circles and their family circles
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because of relocation, because there aren't older adults in their
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direct location, like geographically they're displaced, and so they may
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not actually have any contact with older adults. And I
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do have learners in my classes who have only come
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into contact with older adults in acute care and hence
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have this understand that all older adults are sick. So
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it's trying to help learners understand that older adults are diverse,
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they're unique, they all come with different abilities, and that
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society and healthcare is ageists. And when you can start
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to help interrupt that, you can then for some learners,
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tap into their interest and their excitement and help them
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to say it out loud. Because some people say, well,
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I've been told not to tell people I'm interested in
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older adults because it will ruin my career. And I
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find that that that hasn't changed in the thirty six
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years i've been a nurse. That has not changed.
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That is so true.
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You know, it was the same when I was going
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into geriatric nursing.
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So and I think that that's pretty sad because logical
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nursing has come so far. And also when I look
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at because some learners will say, well, I'm never going
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to look after older adults, and I say, I'm going
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to do pediatrics, and I'm like, wonderful. There's parents now
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in their fifties and sixties becoming moms and you know,
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coming dads at sixty and hence you will be working
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with older adults because that person will be sixty five
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seventy during the time that you will be nursing in pediatrics,
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or the grandmother and grandfather who are raising children and
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helping parents, or who have moved in with families to
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be a support person for the children while parents are
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working full time. So I think there's nowhere now that
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you can actually escape caring with older adults on some level.
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And I think that that's what we're really trying to
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encourage in education is thinking very broadly about who is
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the older adult and how are we caring with them
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across this continuum of care.
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That's beautiful.
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So it sounds like you have a lot of hope
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for the next generation of nursing.
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So that warms my heart.
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So because we're getting close to sabby, right, we're going
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to need someone to care for us.
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So excellent. So you've conducted some embedded qualitative research on
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green care farms in the Netherlands. Could you explain this
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model to us and highlight some of the key outcomes,
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and then do you think there's potential for green care
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farms model in Canada.
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Yeah, this is my retirement dream, Sandy, in the last
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decade of my nursing career and my academic career and
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as an older adult approaching that older adult age group myself,
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but my friends are certainly approaching it or have entered.
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It is this sense that care needs to be different.
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We see it globally. Personally, dementia particularly are on the rise.
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We know that we also know people are getting diagnosed earlier,
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or that early on set diagnosis for dementia is happening
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in some people's lives in their late forties and early fifties,
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So we know people are going to live longer with
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their diagnosis because they're being diagnosed earlier. It doesn't necessarily
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mean that there's more people which they could be, but
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we're also knowing that diagnostically, we're getting more efficient at
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identifying who is at risk or who has signs and
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symptoms of dementia that we used to just say, well
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a little bit forgetful, or they get a little lost
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every now and again, or i'm tired. We've got these
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other reasons that we might have some cognitive impairment. So
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the model in the Netherlands that I've been studying. Looking
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at the green Care funds is looking at that nature
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combination with day programs, with supportive care and meeting the
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person truly where they're at and not locking people away
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behind closed doors. And hence the home that I work
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with is embedded in community. People are able to come
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and go from the home as they're able to. People
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living with dementia are actively engaged in washing dishes, doing laundry,
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doing household chores, going to a day program, and doing
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meaningful activities socially engaging with each other at the breakfast table,
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living lives that we would find meaningful and what they
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probably lived a little bit before they lived with dementia.
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So trying to help people have meaningful, engaged and where
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they can see themselves a lot around identity. Are we
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ready for it in Canada? I think Canadian people want
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more and want better because we see the delay in
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transition to long term care. People do not want to
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go to long term care. They want to stay at
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home as long as possible with the support and resources
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that they need. We also see people fearful of going
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to long term care of what will happen to them.
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They will be put into wheelchairs, put a seat belt
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on and there goes their opportunity to walk. We see
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them not engaging in activities. We see responsive behaviors that
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are then treated with antipsychotics, or a pain that is
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instead of treated for pain or treated as responsive behaviors
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and an antipsychotic and a seat belt and a lack
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of movement and a disengagement and a lack of stimulation.
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So we have to start to see a shift in
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the way that we expect care and then we could
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start to see that possibility of living at risk. And
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I think that is the biggest thing we are not
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ready for is to allow people and I hate the
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word to allow people, give people permission to continue to
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live at risk and to make decisions that they are
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capable of making decisions, and when they can't make those decisions,
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to provide an environment that meaningfully helps them to make
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decisions and to live a good life. So I do
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think Sandy, we are ready. The next generation don't want
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to be locked away. We want an alternate, but that
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alternative comes at a cost. We need to be able
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to live at risk. Our family's ready to let old
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adults living with dementia to live at risk. I think
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we then have to start to address guilt, societal expectations,
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our roles as caregivers, as people helping our person living
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to mania, to make decisions, and to make good decisions
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that reflects the person of the room dementia, and not
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our own decisions of what's best for them. So I think,
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you know, over time we're going to see that shift,
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but we have generation sharing of knowledge so that when
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you're trying to push against the change, people already in kindergarten,
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grade one and grade two are already learning that living
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at risk as an older adult is bad. So we
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have to say really early in those conversations.
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That's such an interesting way to frame it.
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I know, as a nurse practitioner doing primary care, there were.
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Many times that I felt like I had.
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A legal and a moral obligation to talk to families
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about you know, they're just unsafe at home.
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You know what if they.
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Fall, you know what if they burn the house down,
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and you know, all of these conversations about living at risk,
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you know, is very important too. And as we I think,
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and as we start to identify cognitive impairment early, we
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can you know, bring along these conversations with families. So
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it's not the battle over the car keys, yes, and driving.
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And I think that's always the first cure, isn't it.
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It's the driving. So how do we start to look
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at those conversations earlier in society that driving can be shared,
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we can have shared responsibility of driving. But we have
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societies where owning a car and having a driver's license
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maybe the only way that you can mobilize in your community.
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So it's not an individual's problem, it's a society's problem.
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We need to look at this organization and the system
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and the structure that makes it critical for that person
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to have a driver's license. If we can change that,
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we may have less of a struggle to give up
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our own driving license because we know that we still
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will be able to go to cards on Tuesday. It
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won't be I give up my driver's license and I
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give up my life. And often that transition is so
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hard to navigate, and it is a safety piece, but
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the safety is a small part of it. It's to me,
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it's that meaningfulness. It's okay to say that I am
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at risk, and I have older adults say yes, I
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don't see so well. So I've just stopped driving at night,
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but here in Canada it's dark at three o'clock in Saskatchewan,
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So I know you're going to activities at two thirty,
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but by the time you get home it's dark. But
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if you didn't have your driver's license here in Saskatoon,
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getting around is near impossible. So then you would just
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stop being socially active.
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So all of your work with interprofessional engagement fascinating. What
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your Better long Term Care initiative has done experiential experiences
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in long term care has strengthened team based care and
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improve the residents experiences and support staff and caregivers. Can
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you explain what type of inter professional experiential experiences are
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and how that initiative's key aims and outcomes were realized.
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Yeah. S. The IEE team, which is easier than its
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full name. Our IEE team meets on a Friday. We've
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met on Friday mornings at eight am. I would see
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for the last six could be more than six years now,
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we've hardly missed a Friday. And when we do plan holidays,
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somebody always turns up and we always have a great conversation.
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What it is, it's an inter professional team, so we
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have business education clinicians, trainees from multiple different colleges and
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at certain times they come through and they work with
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us and then they leave when their program or you know,
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they step onto some other activities for their coursework. We
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have e learning designers, we have champions and gerontological pharmacy,
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nursing physicians. It really depends on what we need at
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that time. Leaders in long term care, which is wonderful,
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and we come together when we talk about the lived
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experience of our group of people that connect with us
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and our networks of the one off conversation on the
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street of healthcare providers and their challenges, and we talk
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about the use that's the gaps, the challenges, the tensions
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of caring with older adults. Initially we started in long
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term care, but now we see better LTC as care
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over the long term rather than a location a geographical
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residential care. So we're starting to think more broadly than
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when we first our first inception in twenty thirteen. So
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out of those conversations we then talk with experts in
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the field, we look at building e learning modules on
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specific topics like oral health, deprescribing, antimicrobial resistance. The topics
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that come up and we can identify a gap or
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a need or an interest in learning. And when we
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design these modules, we designed them for everyone, not just healthcare,
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because what we realize in our conversations, because we are
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trends disciplinary, the business person in our team didn't understand
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our healthcare jargon and they didn't know what to say
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say to the doctor when they went to the office
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because I couldn't find the right words.
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So then we started to switch the way we develop
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our modules to be the everyday language so that everyone
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can start to talk and understand each other.
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But it also meant that some jagon you just have
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to have, so we could introduce those must have terminologies
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into the modules so that people felt that they had
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the tools, that they could be empowered by these tools
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and the resources to actually advocate, to ask for what
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they needed, and to really push against the ageism and
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healthcare and to get people to see them first rather
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than their their age, their chronological age, but to see
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them as a person who is continuing to grow older
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with complex health needs, but still a person. So that's
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why we spent a lot of our time working with
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We work with communities to help them to look and
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decide what other assets are gaps? How can we help
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you to move forward and how can we help you
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mobilize everything that you've already got. We don't have the solution.
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They have the solution, and how do we help them
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to get in touch with that. It's a fabulous team.
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It's a lot of energy. It's open house, so nobody's
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expected to turn up every Friday. People bring their skills
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and we are very happy to welcome whatever skill you have,
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but also what we have found people learn about new
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skills and then they want those, which is really exciting
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to see. And it's exciting to see the interest in
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older adults, and not just us as academics, but as
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community members. Our older adult family partners are retired older
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adults themselves. They bring that lift experience into our team,
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which is so beneficial.
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It sounds like it's a very important experience for trainees.
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Do you get provider trainees that spend time with your
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group and learn these things becau It sounds like, you know,
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even the participants have a lot to gain in not
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just what they bring.
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Back to their communities that they're personal.
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Yes, we often have pharmacy students in their last years,
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so they come in they MND to a Capstone project.
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We also run projects through RIPE and Level Up, which
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is a federal funded opportunity, and the trainees have come
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in from there are from We've had English degrees in
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English engineering, health sciences, biology, really diverse, and what they
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come to learn with us is about how to communicate
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with older adults and how to build products that older
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adults will find interesting their needs. So it is a
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lot of give and take, and they're actually some of
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the most exciting people to work with because not only
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do they bring that inter generational conversation, they also bring
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their stories of living alongside their older adults in their families.
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And that's what brings them to us, is that I
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have a grandma, I have a grandpa, I have aunts
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and uncles, I have mom and dad. I want to
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help them to live a better life as an order adult,
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and so yes, they do join us for those conversations.
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We've also had people from the health authority join us
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to build modules, and they're the experts. So we'll build
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and we'll give it to them and they will work
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and make sure it's accurate and the best evidence is included,
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and then it's a lot of backwards and forwards so
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that the end product can then be marketed as meeting
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the needs that's current and up to date, but also
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best practice.
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Oh that's excellent, excellent.
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Now to talk about your organization that is a sister
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of ours, The Canadian Gerontological Nurses Association is an official
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collaborative partner of the Pallative Care.
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ECHO Yes right, yes, and it's led by Pallium Canada
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and co hosting virtual learning sessions for healthcare providers focused
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on older adults.
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So we are just launching our own ECHO initiative and
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we would welcome any opportunity to collaborate with THEGNA. What
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are some topics that have been featured during your sessions.
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Yeah, we've had a high demand for antipsychotics and medications
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and prescribing. It's certainly around persons that moved dementia and
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how it's appropriate and inappropriate and what the use is
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has run twice and it is well attended. And the
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thing that I like about it is doing an ECHO.
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It's not just nurses who are coming. We see physicians, physiotherapy,
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occupational community organizations. So you get this diverse population coming
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in through an ECHO, which you don't usually see and
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say cDNA just running its own webinar, which you often
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attract the gerontological nurses. But hearing with older adults, you
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need that interdiscipline, and I'm thinking these days you need transdiscipline.
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You need the geographers, the social scientists attending these conversations
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to really understand how to plan communities, and I think
437
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Echo gives you that chance. We also talk about nutrition
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common problems that stats have identified, and I think that's
439
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been the biggest thing is people caring with older adults
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identify a topic and then we find somebody who aligns
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with that topic, because what we've found is the topics
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change and shift depending what's happening in the environment at
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the time, so it can never really be well. People
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should learn about medications. It may not be the topic
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in demand at the time. It's the bread and butter, sure,
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but in this time we might be looking at living
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at risk in our homes and we might want a
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physiotherapist to talk about an occupational therapist to talk about
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changes in your home that can support you to stay.
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We may be talking about how to engage family caregivers
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in care teams because in our we're facing these challenges
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that caregivers are having care transition to them because there's
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no one else to do the care. So we talk
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about a lot of care giver burden, but that's just
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the label we can give it. Really, what we have
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to look at is how does the system create that
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and how do we help to support the caregivers so
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that caregiving is joy and not a burden. So how
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do we balance that? So we find the topics very
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much driven by who the audience is, who's listening to us,
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what our clinicians are telling us from their clinical sites,
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what family community organizations are telling us about surviving and
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living in communities as older adults. So we'll search out
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for those topics very diverse.
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It sounds wonderful.
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Thank you for that those suggestions, and I look forward
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to collaborating with you for sure. And you have a
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recent publication that just was so fascinating to me the
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first time we talked, and I read it and have.
470
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Shared it with several people.
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Experience of Persons living in long term care, A patient
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oriented analysis of quote notes in the margins end quote.
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You know, so that is definitely a qualitative researcher that's
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not happy with the typical survey no response. What were
475
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some of the key findings of this patient oriented research
476
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and who were your family research partners?
477
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Yeah, this was very much from a quantitative tool and
478
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the inter our Eye, which is used globally to look
479
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at quality of life of old adults living in long
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term care. The sadly partners who helped me collect the
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data where tired nurses, emergency nurse, labor and delivery, nurse
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entry to practice nurses just starting in their career. But
483
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we're all nurses, And that was the interesting piece. Because
484
00:31:11.920 --> 00:31:16.200
the tool being quantitative, people wanted to know the story
485
00:31:16.240 --> 00:31:20.839
that lived behind the data. And one always stands out
486
00:31:20.880 --> 00:31:24.319
for me as asking about the bath. How many times
487
00:31:24.319 --> 00:31:28.000
do you get bathed? And you know, the client would say, well,
488
00:31:28.119 --> 00:31:30.720
I get one bath a week. And I had one
489
00:31:30.799 --> 00:31:34.079
lady say to me, but you didn't ask me about
490
00:31:34.079 --> 00:31:37.880
the experience of the bath. And I'm like, no, I didn't,
491
00:31:38.039 --> 00:31:40.039
And she said, well, can I tell you the experience
492
00:31:40.079 --> 00:31:43.000
of my bath. I may be blind, but I know
493
00:31:43.039 --> 00:31:46.119
there's no water in the tub. And I think that
494
00:31:46.119 --> 00:31:49.880
that was just such an AHA moment for me in
495
00:31:50.039 --> 00:31:54.039
using these assessment tools that older thoughts weren't actually being
496
00:31:54.160 --> 00:31:57.160
asked what they wanted to share. They were being asked
497
00:31:57.200 --> 00:31:59.359
about how many times do you get bath? Will I
498
00:31:59.400 --> 00:32:01.799
get bath once? Then we'd go to question four, then
499
00:32:01.839 --> 00:32:05.200
to question five, But we actually weren't learning the experience.
500
00:32:05.279 --> 00:32:08.160
So what my family partners did was take notes in
501
00:32:08.200 --> 00:32:12.839
the margin, as good nurses do, gerontological nurses, absolutely, they
502
00:32:12.880 --> 00:32:16.119
add the stories to the margins. And what we found
503
00:32:16.160 --> 00:32:18.680
in those margins was the story of what it meant
504
00:32:18.680 --> 00:32:22.319
to grow older in long term care, and sadly, it
505
00:32:22.440 --> 00:32:26.039
was to have no voice, to be overlooked, to become
506
00:32:27.279 --> 00:32:30.440
no longer a person, and I'd hate to say it,
507
00:32:30.720 --> 00:32:33.480
you were just a body in a chair. And one
508
00:32:33.559 --> 00:32:36.200
of my family partners said to me, when I first started,
509
00:32:36.359 --> 00:32:38.960
when I sat down to talk to this lady, she
510
00:32:39.160 --> 00:32:42.599
was looking at the floor, very hunched over. And by
511
00:32:42.640 --> 00:32:45.279
the time I had finished talking with her and going
512
00:32:45.319 --> 00:32:48.440
through the survey and listening to her stories, her chin
513
00:32:48.559 --> 00:32:50.799
was up and she was looking at me like eye
514
00:32:50.799 --> 00:32:54.359
to eye, and she was talking to me. And the
515
00:32:54.440 --> 00:32:58.319
staff said to my family partner, we haven't seen her
516
00:32:58.400 --> 00:33:01.720
talk or engage for a number of years. And when
517
00:33:01.839 --> 00:33:05.720
my family partner finished that conversation. The woman said to her,
518
00:33:06.240 --> 00:33:09.039
thank you for listening to me, And I think that
519
00:33:09.240 --> 00:33:13.319
was just probably the hardest thing to listen to. But
520
00:33:13.400 --> 00:33:17.880
the most empowering takeaway message about when we're engaging with
521
00:33:17.960 --> 00:33:22.079
older adults is to have time, take time, take time
522
00:33:22.119 --> 00:33:26.160
to listen, to take time to sit face to face,
523
00:33:26.440 --> 00:33:29.519
eye to eye at their level. And it's not about
524
00:33:29.559 --> 00:33:32.680
the task. She didn't want to tell me about the tasks.
525
00:33:33.000 --> 00:33:36.160
She wanted to tell me about other activities, or how
526
00:33:36.200 --> 00:33:39.880
that task made her feel, how she felt cared with
527
00:33:40.759 --> 00:33:43.359
rather than somebody that people did too and for them.
528
00:33:43.799 --> 00:33:45.720
The other piece that we learned a lot is the
529
00:33:45.880 --> 00:33:49.880
thank you, and that thank you was so important When
530
00:33:49.880 --> 00:33:53.920
this woman was thanking my family partner for listening to her,
531
00:33:54.319 --> 00:33:59.440
it was that reciprocal relationship and that relational care is
532
00:33:59.480 --> 00:34:03.480
with them, because we often forget to thank each other
533
00:34:03.640 --> 00:34:06.559
when we're in the process of care, and we often
534
00:34:06.640 --> 00:34:10.480
forget that the person we are doing things too in
535
00:34:10.480 --> 00:34:15.960
inverted commas in quotation marks is a person and they
536
00:34:16.000 --> 00:34:19.480
too are grateful, and we need to allow and encourage
537
00:34:19.519 --> 00:34:22.639
that space to say thank you to each other. And
538
00:34:22.679 --> 00:34:25.400
I think they were the biggest messages that we took
539
00:34:25.480 --> 00:34:29.000
away from this was that we can use tools, we
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00:34:29.079 --> 00:34:33.199
can assess, but the story that lives behind is far
541
00:34:33.280 --> 00:34:37.840
more important and far more important to informing and shaping
542
00:34:38.000 --> 00:34:42.039
care and shaping how we care with and buy people
543
00:34:42.159 --> 00:34:44.199
rather than doing too and for them.
544
00:34:45.000 --> 00:34:48.679
I think for those of us that are digital immigrants,
545
00:34:48.840 --> 00:34:55.039
and we remember recharding, we are now with an electronic
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00:34:55.320 --> 00:34:58.039
health record, and you know, we do just want to
547
00:34:58.079 --> 00:35:01.320
check the boxes, you know, and that's our goal. And
548
00:35:01.400 --> 00:35:04.599
like you said, often done standing at the bedside, not
549
00:35:04.719 --> 00:35:08.559
sitting down, not engaging. So that's important. Now did your
550
00:35:08.639 --> 00:35:13.440
family did the family research partners also participate in some
551
00:35:13.559 --> 00:35:15.320
of the analysis and the interpretation.
552
00:35:16.159 --> 00:35:18.320
Tell me a little bit about that.
553
00:35:18.320 --> 00:35:22.960
That is such an exciting adventure as a researcher. Doing
554
00:35:23.039 --> 00:35:25.960
patient oriented research is not for the faint of heart.
555
00:35:27.480 --> 00:35:30.519
Family partners when they're engaged in the whole process, from
556
00:35:30.559 --> 00:35:36.960
designing your research question, the methodology, the analysis, the findings,
557
00:35:37.039 --> 00:35:41.159
the discussion. It's so rich. But prepare to be patient.
558
00:35:41.639 --> 00:35:45.880
You cannot rush the process of analysis. Patient I acted.
559
00:35:46.000 --> 00:35:49.599
Research for me definitely takes an extra year. We have
560
00:35:49.719 --> 00:35:52.559
the presentation that we give and it's called the Saga
561
00:35:52.679 --> 00:35:55.440
of the graphs, and we talk about that in our work,
562
00:35:56.000 --> 00:35:59.239
and it took us six months to get the presentation
563
00:35:59.400 --> 00:36:03.079
of the data in the graphs that our family partners
564
00:36:03.079 --> 00:36:06.840
were happy with, that other people would understand when they
565
00:36:06.880 --> 00:36:09.360
read the article or when they looked at the information.
566
00:36:10.360 --> 00:36:13.760
That back and forth is so important, and each time
567
00:36:13.800 --> 00:36:16.800
you go back and forth you learn something new and
568
00:36:16.840 --> 00:36:19.960
there's a greater depth. But I think the most important
569
00:36:20.000 --> 00:36:24.000
part is that you're honoring the voices of the non academic,
570
00:36:24.719 --> 00:36:30.199
the people that this really affects. The takeaway messages that
571
00:36:30.239 --> 00:36:33.599
we're trying to put in publications is that you're putting
572
00:36:33.639 --> 00:36:36.599
it into a language that other people can read and
573
00:36:36.719 --> 00:36:41.480
understand and that they can then use to help make change.
574
00:36:41.719 --> 00:36:45.079
So it's no longer just a publication for an academic audience.
575
00:36:45.159 --> 00:36:49.920
It's now a publication or the older family partner who
576
00:36:49.960 --> 00:36:52.840
then shares it with their family because they're super excited,
577
00:36:53.159 --> 00:36:57.360
they're engaged. They own it. It's not I own it
578
00:36:57.400 --> 00:37:00.480
as a researcher, and so then it becomes a community
579
00:37:00.559 --> 00:37:04.079
owned product, which then means that they share and they
580
00:37:04.199 --> 00:37:08.159
talk and I find the best advocates, the best change
581
00:37:08.159 --> 00:37:12.079
agents are the people the family partners with in my team,
582
00:37:12.559 --> 00:37:14.960
because they go out and their circles are way bigger
583
00:37:15.000 --> 00:37:18.039
than mine will ever be, and that they can share
584
00:37:18.119 --> 00:37:20.559
and talk about the work that they're doing, and they
585
00:37:20.559 --> 00:37:23.199
can share and talk about the findings and the things
586
00:37:23.199 --> 00:37:26.679
that can actually make change, and then they can advocate
587
00:37:26.760 --> 00:37:29.440
that but in their own voice, not from the voice
588
00:37:29.440 --> 00:37:30.199
of the academic.
589
00:37:31.400 --> 00:37:36.199
Thank you for all of this rich conversation that we've had,
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00:37:36.719 --> 00:37:39.440
and you know, taking time out of your day to
591
00:37:39.559 --> 00:37:43.360
join us today, Doctor Compton, do you have any party
592
00:37:43.639 --> 00:37:46.800
thought that you would like to share with our audience.
593
00:37:48.000 --> 00:37:50.599
I think the important thing when I think about these
594
00:37:50.639 --> 00:37:54.239
conversations and the conversation I just had this week with Propose,
595
00:37:55.280 --> 00:37:58.639
is that we have to recognize that we're all growing older.
596
00:37:59.239 --> 00:38:02.480
It doesn't matter what age we are, and it doesn't
597
00:38:02.480 --> 00:38:05.559
matter at what age we are, something can change that
598
00:38:05.679 --> 00:38:10.639
significantly might impact our health and change the way we
599
00:38:10.719 --> 00:38:13.920
engage with the world. So we have this understanding that
600
00:38:13.960 --> 00:38:16.840
we all grow older over time, that we're all in
601
00:38:16.880 --> 00:38:20.000
the same boat, and we're all continuously moving in that
602
00:38:20.039 --> 00:38:24.320
direction of being older. That we have to really challenge.
603
00:38:24.519 --> 00:38:29.079
The last ism is ageism, because we are all growing older,
604
00:38:29.159 --> 00:38:33.199
we are all aging it's not something unique when you
605
00:38:33.280 --> 00:38:35.880
turn sixty five. It just doesn't happen overnight when you
606
00:38:35.920 --> 00:38:38.920
turn sixty five. And I think if we can change
607
00:38:38.920 --> 00:38:42.719
the world's understanding of ages, and particularly in healthcare, in
608
00:38:42.760 --> 00:38:46.039
the way we construct society, in the way that we
609
00:38:46.320 --> 00:38:51.840
value older adults, and how we can maintain that intergenerational
610
00:38:51.880 --> 00:38:56.119
engagement and sharing and learning and wisdom, I think society
611
00:38:56.119 --> 00:38:59.679
will look very different, particularly in the Western world. I think.
612
00:39:00.039 --> 00:39:02.920
So we have to remember that the Western world isn't elitist.
613
00:39:03.480 --> 00:39:09.519
There's lots of exceptional activities and growing older experiences in
614
00:39:09.639 --> 00:39:13.079
people's lives, no matter where they live, that we should
615
00:39:13.119 --> 00:39:16.599
be learning and taking and sharing that we can actually,
616
00:39:17.159 --> 00:39:20.239
I guess, make growing older a little more equitable, but
617
00:39:20.400 --> 00:39:23.840
also more joyful and meaningful for everybody. And it's not
618
00:39:24.440 --> 00:39:27.519
I guess, it's not a solitary affear. It's not just
619
00:39:27.599 --> 00:39:30.360
about me. It's about all of us. It's a collective
620
00:39:30.760 --> 00:39:34.039
and how we want to grow older, because really it's
621
00:39:34.039 --> 00:39:35.039
about us.
622
00:39:35.599 --> 00:39:39.119
Yes, thank you for that, it is. It is about us.
623
00:39:39.639 --> 00:39:43.719
Thank you again, Doctor Compton and our audience for joining
624
00:39:43.800 --> 00:39:47.719
us today on this episode of Gapna Chat. So until
625
00:39:47.760 --> 00:39:51.519
next time, be kind to others and remember to be
626
00:39:51.599 --> 00:39:52.480
kind to yourself.
627
00:39:55.079 --> 00:39:58.559
GAPNA Chat is owned and produced by the Gerontological Advanced
628
00:39:58.639 --> 00:40:02.760
Practice Nurses Association. All rights reserved. No portion of this
629
00:40:02.840 --> 00:40:07.320
podcast may be used without written permission. A Practical Guide
630
00:40:07.360 --> 00:40:11.119
for the Gerontological Specialist is now available for purchase in
631
00:40:11.239 --> 00:40:15.000
the GAPNA store. This text is a handy resource for
632
00:40:15.079 --> 00:40:18.599
anyone caring for older adults and is helpful to those
633
00:40:18.679 --> 00:40:23.719
preparing to sit for the Gerontological Specialist Certified exam. Visit
634
00:40:23.960 --> 00:40:29.239
www dot GAPNA dot org to get your copy. Doctor
635
00:40:29.360 --> 00:40:33.079
Roslin M. Compton is an Associate professor in the College
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00:40:33.079 --> 00:40:39.559
of Nursing at the University of Saskatchewan in Saskatoon, Saskatchewan, Canada. Additionally,
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00:40:39.679 --> 00:40:43.119
doctor Compton has served as the Director of Education for
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00:40:43.159 --> 00:40:48.199
the Canadian Gerontological Nursing Association since twenty twenty three and
639
00:40:48.360 --> 00:40:54.239
as associate editor of their official journal, Perspectives. Doctor Cassandra
640
00:40:54.320 --> 00:40:57.880
von s is the Nurse's Improving Care for Health System
641
00:40:58.000 --> 00:41:03.639
Elder's NICHE Coordinator Geriatric Oncology at the Moffat Cancer Center
642
00:41:03.760 --> 00:41:07.280
in Tampa, Florida. She is a member of the Gerontological
643
00:41:07.320 --> 00:41:12.119
Advanced Practice Nurses Association Communication Team and is a host
644
00:41:12.280 --> 00:41:17.400
of the Gapnachat podcast series. For archived episodes of GAPNA
645
00:41:17.480 --> 00:41:21.360
chat and to learn more about the Gerontological Advanced Practice
646
00:41:21.440 --> 00:41:26.719
Nurses Association, visit GAPNA dot org. You can also subscribe
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00:41:26.719 --> 00:41:39.920
to GAPNA chat everywhere podcasts are found