A shared responsibility: An exploration into partnership between health care providers and the impact of a joint professional development provision on nurses’ intention to stay working in Aged Residential Care

Abstract

Background: Caring for increasing numbers of older people with multiple comorbidities requires a workforce that is skilled and dedicated to the speciality of gerontology across a variety of settings. However, gerontology generally and Aged Related Residential Care (ARC) specifically remains an unpopular career choice for Registered Nurses (RN). In response Waikato District Health Board (DHB) delivers a series of collaborative training programmes to ARC RNs. It has been identified that there are opportunities to improve this provision and build on the partnership between the two providers. This research seeks to co-design a training programme (through the contribution of Senior staff from ARC and Waikato DHB) and evaluate the new programme as to its alignment with ARC RN needs and expectations. Objectives: Firstly, to investigate how an ARC and Waikato DHB partnership approach can be employed to oversee the development of an ARC RN training programme; and secondly, to evaluate the impact of a leadership course on reported levels of RN job satisfaction. Participants: Formative and evaluative focus groups were conducted with an Expert Advisory Group (EAG) with members from across ARC (n=3) and the Waikato DHB (n=4). A Measure of Job Satisfaction (MJS) survey was completed by RNs from ARC (n=16) and Waikato DHB (n=19). Methods: A quasi-experimental mixed methods study with two distinct phases. Phase one consists of three semi-structured formative focus groups that provides the qualitative data used to inform: (i) the partnership; and (ii) the new course (CLiPP). A further evaluative focus group using both datasets informed future direction. All qualitative data were analysed using a general inductive approach. Phase two involved quantitative data collected through the MJS before and after each course with the data analysed using a one-way ANOVA to determine any significant change. Findings: Analysis of the formative focus groups led to the development of the following themes: Leadership, Context, Partnership, Outcomes, Content and Modality. The evaluative focus group analysis identified three emergent themes, which were: research review, ways of working and next moves. No statistically significant changes were noted in MJS between courses or from pre to post course for either the existing programmes: Pebbles (n=13), Lark (n=10) or CLiPP (n=12); and the new programme (n=12). Conclusion: The process of partnering provided a natural way of working together, building relationships that showcased the value and worth of all participants. While there was no change in the reported levels of job satisfaction the use of practice development allowed the participants to learn from and share with each other. Working together, showing respect and values to the professional work regardless of setting, challenging traditional views around care of the older person.