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Gerontol Geriatr Educ. 2009;30(1):1-20. doi: 10.1080/02701960802690233.

Sustained transfer of knowledge to practice in long-term care: facilitators and barriers of a mental health learning initiative.

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1
Department of Health Studies and Gerontology, University of Waterloo, Waterloo, Ontario, Canada. stolee@uwaterloo.ca

Abstract

This article explores facilitators and barriers to the impact and sustainability of a learning initiative to increase capacity of long-term care (LTC) homes to manage the mental health needs of older persons, through development of in-house Psychogeriatric Resource Persons (PRPs). Twenty interviews were conducted with LTC staff. Management support, particularly designation of time for PRP activities, development of PRP teams, and supportive learning strategies were significant factors affecting sustained knowledge transfer. Continuing education that is provided and evaluated on an ongoing basis, secures management commitment, is integrated within a broader system strategy, and provides on-the-job support has the greatest potential to affect care.

PMID:
19214843
DOI:
10.1080/02701960802690233
[Indexed for MEDLINE]

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