Abstract / Summary
Background: Mealtimes in long-term care facilities are complex and serve multiple purposes. They provide opportunities for participation and learning, involving residents, relatives and healthcare professionals, each with unique circumstances. Participation and learning are central to healthy ageing. Healthcare professionals play a key role in enabling participation and learning among those involved, although these opportunities may be shaped by their perceptions and attitudes. Therefore, this study aimed to explore healthcare professionals' perceptions of participation and learning among residents, their relatives, and colleagues related to mealtime situations in long-term care facilities.
Methods: Data were collected through individual semi-structured interviews with 23 healthcare professionals (nursing assistants, licensed practical nurses, and registered nurses) working in long-term care facilities in a municipality in south-eastern Sweden. The data were analysed using reflexive thematic analysis.
Results: Three themes were generated: (1) Shaped by relationships and circumstances, (2) Rewarding yet challenging, and (3) Prerequisites influence opportunities. Participation and learning related to mealtime situations manifested in various ways and to differing degrees, from extensive to almost non-existent. It was a balancing act for the healthcare professionals managing multiple challenges to enable participating and learning; however, residents and relatives were seldom invited to engage in this problem-solving. For participation and learning to occur, prerequisites were required at all levels in the organisation.
Conclusion: Healthcare professionals perceive that participation and learning among residents, relatives, and colleagues in long-term care facilities do occur, but to varying degrees and are associated with multiple challenges. Drawing on a learning model, such as Illeris, can help identify which components need to be developed, which together with a deeper understanding and implementation of person-centredness, could contribute to increased participation and learning, and thereby to the wellbeing of residents, relatives, and healthcare professionals. However, this approach must permeate the entire organisation.