Objective: The benefits of befriending programs for aged care residents are well documented. However, there is a paucity of research on the befriender's experience. The aim of this paper is to provide insight into the experiences of befriending from the perspective of befrienders in aged care residencies. It is intended to provide a snapshot into the complexities inherent in the befriending role, in order to prepare potential befrienders with a realistic expectation of this role, and to generate the type of training that is needed to assist befrienders to address such challenges. Method: Three postgraduate psychology students participated in Swinburne University's Wellbeing Clinic for Older Adults' Befriending Program. After a year of befriending, exploratory case studies were produced from the befrienders' first-hand experience. Results: Each case study is composed of three subheadings: role description, challenges, and role uncertainty. Befriending predominately consisted of companionship and conversation, and befrienders were exposed to confronting discussions, memory decline, and an uncertainty surrounding their role. Conclusions: Greater insight has been provided to future befrienders into what befriending entails, as well as some of the challenges and benefits of the role. This may minimise their apprehension towards befriending. Befriending has the potential to benefit both the befriender and the older adult and could be a viable and sustainable solution to combating loneliness in aged care residencies. Formal training programs that provide counselling skills and guidelines on the specifics of what the role entails may facilitate future befriending and should be investigated in future research.
This paper describes the potential benefits of the clinic for clients and students and the resources needed to support this model of service delivery. Thus, it provides a blueprint for other universities for developing similar services for older adults.
Aims and objectives
This study aimed to examine the impact of digital stories about aged care residents on staff knowledge and understanding regarding those residents.
Background
More than a quarter of a million older Australians live in residential aged care facilities. This living arrangement can inhibit the expression of a person's sense of identity. Without objects and cues that reflect the person's selfhood, it can be difficult for a person to express their uniqueness. Staff may not sufficiently appreciate the resident's individuality and therefore may not be able to customise care for the resident.
Design
This study used a single‐arm trial design.
Methods
The study was conducted in four residential aged care facilities. Short digital life stories (3–4 min) of eight residents were constructed by student volunteers over 6 months. Participants (n = 53 care staff) completed a self‐report measure of their knowledge and understanding of a resident before and after watching the resident's story. The study adhered to guidelines for Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) (see Appendix S1).
Results
Pre‐ and post‐test scores of the measure were compared using paired samples t‐tests. These scores changed significantly, showing an improvement of knowledge and understanding regarding residents.
Conclusions
Watching digital life stories were associated with improvements in knowledge and understanding by staff, and hence have the potential to foster a greater level of understanding of residents by such staff, and more person‐centred care practices within residential aged care facilities.
Relevance to clinical practice
Digital stories about aged care residents are quick and efficient methods for improving aged care staff members' knowledge and understanding of the residents under their care. With such understanding, staff may be able to better customise care for residents, thereby validating residents' sense of identity and elevating residents' quality of life.
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