Having worked as a CNA in memory care for a handful of years, collaboration is not a new skill for me. After all, teamwork is present everywhere in this field, be it in the form of discussing updates to a resident’s care plan with the nurse or assisting another CNA to transfer a patient. Yet one area I was somewhat unfamiliar with in regards to collaboration was research. In the past, assignments of this nature had always been individual, allowing me the flexibility to choose a subject, find reliable sources, and ultimately write the final paper on my own. Thus, at first, I was somewhat apprehensive about the idea of this project being a group effort. Ever the perfectionist, I wanted to have control over the topic, writing, and pace of work. So far, the research process has forced me to step out of my comfort zone and embrace teamwork in a new setting while also learning more about a topic I have been passionate about for many years: Caring for clients with dementia.
The progression of Alzheimer’s disease and dementia is a heartbreaking process that I’ve witnessed dozens of times. For the past few semesters and summers, I have split my time outside of school between working as a CNA at a memory care facility and an activity aide at an adult day program for individuals with dementia. I began working at the long-term care home as a freshman, and quickly became frustrated with the lack of activities and stimulation for residents. Due to understaffing, nobody seemed to have time to interact with patients beyond providing basic care. I began staying late into the afternoon, digging out dusty trivia card games from the activity closet and quizzing residents on old movies or TV shows or songs they grew up with. I was amazed at how much they could remember during these times–they couldn’t tell me the year or where they were, but they could sing along to an Elvis song or tell me the names of all the actors in some long-discontinued TV series. When I later began working at a day program for individuals with the same diagnosis, I was continually amazed by the impact of social stimulation and activity on the members. The same people who might sit at home and stare out the window for hours on end would come to the program and participate in sing-alongs, discussions, art, and group games. It was obvious that the program enhanced their quality of life, but, I couldn’t help wondering, did it have any impact on the progression of their disease and memory impairment? While there is no cure for Alzheimer’s disease, are there ways to slow it down? I presented this idea to my group and was thrilled that they were also interested in exploring it further. Researching a topic that is meaningful to me certainly makes the process much more enjoyable, and helps me to step up and take a leadership role in the group.
I recently attended a training class for a work-related certification I was receiving. At the beginning of the session, the instructor encouraged us to be aware and strive to “step up or step back” throughout the day, striking a balance between participating enough and not dominating the conversation. In the past, the participation part has been the most difficult for me–nothing fills me with more anxiety than the idea of raising my hand in class or giving a presentation. Yet I have found that, in this project thus far, it has been stepping back that has been the most difficult for me. I am the kind of person who will go home right after class and immediately complete the assignment, no matter how many days and weeks have been allotted to get it done. Thus, I have had to hold back my instinct to rush through everything on my own and instead be accommodating to my peers’ schedules, encourage collaboration, and ask for feedback. It has been a learning process, but I have no doubt that being stretched out of my comfort zone has been beneficial, as well as the ability to work with peers when many projects in this curriculum are individual.
It is easy to overlook evidence-based practice because, so often, it’s simply ingrained in our everyday actions at work. When we wash our hands, instruct patients to take their full course of antibiotics, prime an IV, or give medications, we are participating in the implementation of EBP. I know that in my future career I will utilize EBP every day, many times unconsciously. Yet I hope that this project will help me to develop a greater awareness of the why behind the actions I take to care for patients, as well as ways that I can enhance the outcomes for these patients. Enhancements to EBP can be born out of curiosity, inquisitiveness, and genuine interest. I hope to strive for these things throughout my practice, using my natural desire to learn to improve patient care. I am very interested in working with individuals with Alzheimer’s and dementia in my career, and know that this research project is a great first step to connecting this field with the implementation of evidence-based practice.
