Changing Perspective: Building Creative Mindsets

Experiences of older people, healthcare providers and caregivers on implementing person-centered care for community-dwelling older people: a systematic review and qualitative meta-synthesis

BACKGROUND

Person-centered care (PCC) is a critical approach to improving the quality of care for community-dwelling older people. Old-age care services could be provided according to older peoples' choices, needs, and preferences. The purpose of this study was to synthesize research evidence on the experiences of older people, healthcare providers, and caregivers with PCC and to identify the enablers and barriers to implementing PCC for community-dwelling older people.

METHODS

A meta-synthesis of qualitative research design was adopted. Data searches were performed using CINAHL (EBSCOhost), PubMed (OvidSP), Embase (Ovid), Cochrane Database, and PsycINFO (Ovid) in published articles and were reviewed from the earliest date to February 2023. The Qualitative Method Appraisal Tool was used to conduct a quality appraisal on selected articles. Data were extracted based on the capacity, opportunity, and motivation-behavior model (COM-B model), and the findings were synthesized using the meta-aggregative approach.

RESULTS

Twelve included articles were analyzed to identify 122 findings that were organized into 11 categories and combined into three synthesized findings-capacities of older people, healthcare providers, and caregivers; opportunities in the implementation of PCC; motivation in implementing PCC. Capacities consisted of a lack of person-centered knowledge and skills, negative attitudes toward shared decision-making, and a lack of formal training to enhance capabilities among HCPs. Opportunities included a lack of coordination in resource allocation, strengthening multidisciplinary teamwork, establishing a desirable environment, and time constraints. Motivation in implementing PCC included encouraging self-reflection and regulation, respecting the autonomy of older people, lack of clear reward and empowerment mechanisms, and being resilient and optimistic.

CONCLUSIONS

The findings of this research provide a reference for implementing successful PCC in the community. The researchers identified barriers and facilitators of implementing PCC, facilitating through stakeholder's person-centered knowledge and skills being valued and respecting the autonomy of older people. Establishing a positive environment and strengthening multidisciplinary team members also promotes the implementation of PCC. However, additional studies are required to explore the influencing factors and address the barriers.

Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators

BACKGROUND

While empirical research on creativity has grown steadily over the past 35 years, teachers' beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross-cultural examination of teacher beliefs in this area.

AIMS

This study explored the measurement invariance of beliefs about teaching for creativity (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success and value of creativity for student academic and workplace success).

SAMPLE

American and Chinese educators at two universities were surveyed to rate the degree to which they agreed with statements about beliefs about teaching for creativity (N = 376).

METHODS

Measurement invariance analysis was used Multiple-Groups Confirmatory Factor Analysis with the lavaan package in the R Statistical Programing Environment.

RESULTS

Partial measurement invariance was obtained such that a model with factor loadings constrained equal across samples for four of the five constructs (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success), did not worsen model fitness. Additionally, when factor loadings for items on the value of creativity for student academic and workplace success latent variable were allowed to vary across samples, we found evidence of structural invariance. That is, the covariances among the five latent variables were found to be invariant across samples.

CONCLUSIONS

The major result of this study is that the theoretical structure and relations among five important creative self-constructs is invariant across American and Chinese educational constructs. However, there may be cultural differences in the value of creativity for student academic and workplace success, as perceived by teachers. Future research can focus on calibrating teacher beliefs about teaching for creativity with classroom observation, in American and Chinese educational contexts.