Table 1 Main categories, subcategories, and codes forming nursing assistants’ PIPM competencies
Main Category | Subcategory | Codes |
|---|---|---|
Theoretical knowledge | Basic theoretical knowledge | Professional ethics and code of conduct for nursing assistants |
Legal and ethical issues related to elderly care and PI | ||
Definition and epidemiological characteristics of PI | ||
The hazards and dangers of PI | ||
Mechanisms and risk factors of PI | ||
Staging and clinical manifestations of PI | ||
High-risk populations and body sites for PI | ||
Professional theoretical knowledge | Causes and characteristics of PI among the elderly | |
Methods for risk assessment of PI | ||
Methods for differentiating PI from other common skin problems | ||
Nutrition care | ||
Skin care | ||
Treatment and management of PI | ||
Types and functions of pressure relief equipment | ||
Types and characteristics of dressings | ||
Psychological care for patients with PI | ||
Comprehensive skills | Practical Skills | Tuning over and repositioning skills |
Position transfer techniques | ||
Wound dressing change technique | ||
Use of walking aids | ||
Selection and usage methods of dressings | ||
Communication skills | Communication with nurses | |
Communication with the elderly and families | ||
Collaboration skills | Collaboration with nurses | |
Collaboration with other nursing assistants | ||
Observation skills | Observing the skin condition | |
Observing the elderly’s physical and mental condition | ||
Self-concept | Professional identity | Enthusiasm for the elderly care profession |
Sense of belonging | ||
Commitment to work | ||
Ethical awareness | Comply with the laws and regulations | |
Respect the elderly’s esteem and privacy | ||
Treat the elderly equally | ||
Sense of responsibility | Pay attention to PI prevention | |
Emphasis on care quality | ||
Don’t shirk responsibility | ||
Traits | Carefulness and love | Checking the elderly’s skin carefully |
Encourage the elderly to be self-reliant within their capabilities | ||
Do not blame the elderly | ||
Actively focusing on the needs of the elderly | ||
Empathy and patience | Ability to stand in elderly’ points | |
Be patient with the elderly’s slow reaction | ||
Motives | Professional development opportunities | Competency enhancement |
Job Promotion | ||
Supportive institutional policies | Assessment and evaluation mechanism | |
Continuing education credits | ||
Reward mechanism |