Raising a beautiful swan: a phenomenological-hermeneutic interpretation of health professionals’ experiences of participating in a mealtime intervention inspired by Protected Mealtimes

Publikation: Forskning - peer reviewTidsskriftartikel

DOI

  • Malene Beck
    Malene BeckDepartment of Neurology, Zealand University Hospital, Roskilde
  • Bente Martinsen
  • Regner Birkelund
    Regner BirkelundLillebælt HospitalDanmark
  • Ingrid Poulsen
The British concept named Protected Mealtimes is known for stopping all non-acute activities and giving health professionals an opportunity to focus on providing patients their meals without being interrupted or disturbed. PM involves a cultural and behavioural change in the clinical setting, since health professionals are asked to adjust their daily routines. This study investigate how health professionals experience participating in a mealtime intervention inspired by the concept of Protected Mealtimes and intend to change mealtime practices. Three focus group interviews was conducted and included a total of 15 interdisciplinary staff members. After transcribing the interviews, the text material was analysed and interpreted in a three-methodological-step process inspired by the French philosopher Paul Ricoeur.

In the analysis and interpretation three themes was identified. The themes were: (1) a chance towards a new and better scene; (2) a step towards a more neurologically friendly environment; and (3) a renewed view of the neurological patients. This study concludes that to the health professionals, the intervention was meaningful in several ways because it created structure during mealtimes and emphasized the importance of creating a calm environment for both patients and health professionals. The intervention was described as an eye-opening and well-regarded event in the field of neurological care that facilitated community, and reflections on nursing care and professional identity were expressed.
OriginalsprogEngelsk
TidsskriftInternational Journal of Qualitative Studies in Education
Vol/bind12
Sider (fra-til)1-12
Antal sider12
ISSN0951-8398
DOI
StatusUdgivet - 23 aug. 2017

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