Acute Care
Acute care settings are not neutral and reflect relations of power that have come to be embedded in what is considered valid knowledge and what actions are considered appropriate (Cheek, 2004; Liaschenko, 1994) From an EDIA perspective…
Roles? Patient – doctor
What is acute care?
Acute care hospitals are understood to be places of cure, meaning that holistic or rehabilitative interventions can be deemed less important in acute care settings (Cheek, 2004; Sellman, 2009). This may affect how nurses care for older patients who have needs that are not considered curable, such as chronic conditions that complicate care and impede discharge. The acute care environment is further characterized by a focus on technology and providing technical care is prioritized over what is considered basic nursing care, that of providing bodily care to older people (Cheek & Gibson, 2003; Dahlke, Phinney, Hall, Rodney, & Baumbusch, 2014; Daykin & Clarke, 2000). Older people are not “typical” patients in acute care; by typical I mean the fictional, standard patient to which acute care is generally oriented. This type of patient would have one medical issue to care for and responds in an expected manner to the prescribed treatment (Parke & Hunter, 2014).
The acute care context is focused on risk aversion, including managing the safety risks of older patients, and contributes to practitioners focusing their efforts on minimizing risk rather than other care work (Calnan et al., 2013; Dahlke et al., 2014). Additional foci of care are often on basic function and physiological issues (Macieira et al., 2020). Care can also differ between the ward one is admitted on and between institutions. As such, acute care settings are not seen as appropriate places for older people despite older people comprising the main population of acute care (Cheek, 2004; (Calnan et al., 2013). Skills gap in caring for older people (Calnan et al., 2013) Minimal opportunities to gain geriatric knowledge during professional training or development (REF).
Older people in hospitals
Indeed, the care of older people has been described as the core business of health care (Cheek, 2004; Croucher, 2010). In Canada, older people over 65 years account for 40% of acute care hospital stays (Canadian Institute for Health Information, 2011). The numbers of older people in acute care will likely increase, as demographic trends show that the proportion of older people in the general population is growing. Currently, older people account for 15.3% of the Canadian population, and by the year 2063 it is estimated this will increase to 25% (Statistics Canada, 2014). These numbers support the need for research to better understand the care of older people in hospital.
Michel Foucault
“Foucault develops the concept of ‘the medical gaze’, describing how [healthcare providers] modify the patient’s story, fitting it into a biomedical paradigm, filtering out non-biomedical material. A ‘gaze’ is an act of selecting what we consider to be the relevant elements of the total data stream available to our senses.” (Misselbrook, 2013)
Activity
Arts-based strategies can be effective in exploring individual and collective attitudes. They can encourage students to see beyond the surface and think critically on the aspects of the art that contribute to the overall effect. Visual Think Strategies are one method that can be used.This activity is adapted from the work of Hailey, Miller and Yenawine, (2015).
For this activity, you will need a carefully chosen visual work of art. As this content is related to aging, choose a work of art depicting an older person. Present it to the class and give them a few minutes to observe and make notes about what they notice about the image. Refrain from giving too much direction at this stage; allow the students to observe freely. Then use three questions to support a group discussion:
- What’s going on/happening in this picture?
- What do you see that makes you say that?
- What more can you/we find?
After spending a few minutes hearing from the class, seeking deeper interpretation using the questions above, and affirming observations, consider prompting the class to think about elements of the image that relate to the person and their context. Include elements of the physical context, but also support students to explore social and relational assumptions they are making based on their beliefs, attitudes and values.