Eating Difficulties among Older Adults with Dementia in Long-Term Care Facilities: A Scoping Review.
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2021-09
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This paper reports a scoping review of the literature on eating difficulties among older adults with dementia in long-term care facilities to identify key concepts, methods of measuring outcomes, interventions, and related factors. A scoping review was performed using the bibliographic databases PubMed, CINAHL, PsycINFO, and Cochrane Library. A combination of keywords and subject headings related to eating or feeding difficulties was used. Inclusion criteria were limited to materials published in English. A total of 1070 references were retrieved, of which 39 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 1987 and 2020. "Eating disabilities" have been defined as problems related to choosing food and/or the ability to get food to one's mouth, chew, and swallow. Interventions for eating difficulties described in the literature include spaced retrieval training, Montessori training, and feeding skill training. Intrapersonal, interpersonal, and environmental factors related to eating difficulties were identified. This scoping review will provide direct care workers, nursing educators, and administrators with an overview of eating performance and a broad understanding of eating difficulties for older adults with dementia in long-term care facilities.
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Jung, Dukyoo, Kyuri Lee, Jennie C De Gagne, Minkyung Lee, Hyesoon Lee, Leeho Yoo, Sarah Won, Eunju Choi, et al. (2021). Eating Difficulties among Older Adults with Dementia in Long-Term Care Facilities: A Scoping Review. International journal of environmental research and public health, 18(19). p. 10109. 10.3390/ijerph181910109 Retrieved from https://hdl.handle.net/10161/26992.
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Jennie De Gagne
Jennie Chang De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Clinical Professor and the Director of the Nursing Education Major/Certificate at the Duke University School of Nursing (DUSON). She is dedicated to advancing the science of teaching and learning through the application of instructional technologies, creating a student-centered environment that fosters meaningful and constructive learning experiences. Her expertise in cybercivility positions her at the forefront of this crucial field, leading her to develop and spearhead innovative projects that address incivility in cyberspace among health professionals and students. With over 200 publications, including 120 in peer-reviewed journals, and 150 presentations on topics such as technology integration in the classroom, faculty development in online education, and cybercivility, she has demonstrated exceptional productivity in disseminating her scholarly work. Additionally, she has expertise in providing distance/online instruction for workforce training.
De Gagne is board certified in Nursing Professional Development by the American Nurses Credentialing Center and has earned certification as a nurse educator from the National League for Nursing. She is a member of the National League for Nursing Academy of Nursing Education and the American Academy of Nursing. Throughout her professional and academic career, she has received scholarships and awards. Her expertise has garnered national and international media attention, leading to interviews in both print and digital media.
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