{"id":384,"date":"2023-09-25T16:50:54","date_gmt":"2023-09-25T20:50:54","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/?post_type=chapter&p=384"},"modified":"2023-10-26T13:21:22","modified_gmt":"2023-10-26T17:21:22","slug":"test","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/chapter\/test\/","title":{"raw":"Sexual expression and intimacy needs: Dementia","rendered":"Sexual expression and intimacy needs: Dementia"},"content":{"raw":"Link to this module will be provided in 2024.\r\n\r\nThe overall goal of this project is to help formal caregivers to understand and accommodate the sexual expression and intimacy needs of people living with dementia. Without this understanding, such people are at risk for inappropriate treatment such as unwarranted physical restraint, social isolation and\/or unnecessary medication, including anti-psychotics. The illustrative drawings funded by this FDC simulation grant were developed by our design collaborators, Dialectic Solutions. The illustrations contribute to the learning outcomes for E-Module 2 of our 3-Module elearning program. Learning outcomes upon which the illustrations were based, include:\r\n\u25cfRecognizes that care of the older person is affected by ageism and societal and personal views related to aging and sexuality;\r\n\u25cfEngages in a therapeutic relationship with the older person and their family that values the diversity of their experiences, history, culture and sexual orientation;\r\n\u25cfCollaborates with the older person, their family, and health care team to develop and implement a plan of care to manage age-related changes, risk factors and\/or changes affecting well-being;\r\n\u25cfExperiences growth in confidence to respond professionally to sexual and intimacy expression in the dementia context;\r\n\u25cfFosters positive and supportive relationships between older persons and others.\r\n

Illustrative Drawings<\/h1>\r\nIllustrative drawings from Lotti & Susan scenario. Lotti\u2019s cognitive impairment has progressed, and she is now living in a long-term care home. Susan is distressed, because Lotti\u2019s roommate has uttered derogatory comments about gay marriage. Lotti has not realized the extent of her roommate\u2019s comments, and interprets Susan\u2019s reluctance to openly kiss her is sign that their marriage is over. The narrative progression provides learners with examples of how to plan and execute strategies for a productive and compassionate conversation. The full conversation demonstrates how the nurse can ensure that the partners express their mutual love and respect. As the case unfolds, Susan and Lotti provide suggestions for how they can engage in intimate moments, and the team discusses ways to address the roommate\u2019s unkind words in a professional, non-punitive fashion.\r\n\r\n\"\"\r\n\r\nIllustrative drawings from Jill\u2019s scenario. Isabel, Jill\u2019s primary caregiver approaches her team leader, Amare to discuss how she interrupted Jill\u2019s \u2018personal moment\u2019, and Jill\u2019s comment that her vibrator did not accompany her to the nursing home. These care team members discuss their reactions, and then problem solve around how to involve Jill and (with Jill\u2019s permission) her daughter, so that Jill can access the use of her personal vibrator. Jill thought that having a vibrator in the nursing home might be \u2018against the rules\u2019. The narrative progression provides learners with examples of how to plan and execute strategies for a productive and compassionate conversation about Jill\u2019s personal sexual health needs, and having a conversation with Jill\u2019s daughter to bring the vibrator from home. The full conversation demonstrates how this team can ensure that Jill and her daughter understand and recognize that they will not be judged for Jill\u2019s request, and that a personal vibrator is NOT against the rules in a long-term care home setting.\r\n\r\n\"\" \"\"\r\n\r\nFor more information on this actor simulation, please contact:\r\n\r\nLori Schindel Martin, PhD, RN, Professor Emeritus\r\n\r\nDaphne Cockwell School of Nursing, Toronto Metropolitan University\r\n\r\nEmail: lori.schindelmartin@torontomu.ca<\/span>","rendered":"

Link to this module will be provided in 2024.<\/p>\n

The overall goal of this project is to help formal caregivers to understand and accommodate the sexual expression and intimacy needs of people living with dementia. Without this understanding, such people are at risk for inappropriate treatment such as unwarranted physical restraint, social isolation and\/or unnecessary medication, including anti-psychotics. The illustrative drawings funded by this FDC simulation grant were developed by our design collaborators, Dialectic Solutions. The illustrations contribute to the learning outcomes for E-Module 2 of our 3-Module elearning program. Learning outcomes upon which the illustrations were based, include:
\n\u25cfRecognizes that care of the older person is affected by ageism and societal and personal views related to aging and sexuality;
\n\u25cfEngages in a therapeutic relationship with the older person and their family that values the diversity of their experiences, history, culture and sexual orientation;
\n\u25cfCollaborates with the older person, their family, and health care team to develop and implement a plan of care to manage age-related changes, risk factors and\/or changes affecting well-being;
\n\u25cfExperiences growth in confidence to respond professionally to sexual and intimacy expression in the dementia context;
\n\u25cfFosters positive and supportive relationships between older persons and others.<\/p>\n

Illustrative Drawings<\/h1>\n

Illustrative drawings from Lotti & Susan scenario. Lotti\u2019s cognitive impairment has progressed, and she is now living in a long-term care home. Susan is distressed, because Lotti\u2019s roommate has uttered derogatory comments about gay marriage. Lotti has not realized the extent of her roommate\u2019s comments, and interprets Susan\u2019s reluctance to openly kiss her is sign that their marriage is over. The narrative progression provides learners with examples of how to plan and execute strategies for a productive and compassionate conversation. The full conversation demonstrates how the nurse can ensure that the partners express their mutual love and respect. As the case unfolds, Susan and Lotti provide suggestions for how they can engage in intimate moments, and the team discusses ways to address the roommate\u2019s unkind words in a professional, non-punitive fashion.<\/p>\n

\"\"<\/p>\n

Illustrative drawings from Jill\u2019s scenario. Isabel, Jill\u2019s primary caregiver approaches her team leader, Amare to discuss how she interrupted Jill\u2019s \u2018personal moment\u2019, and Jill\u2019s comment that her vibrator did not accompany her to the nursing home. These care team members discuss their reactions, and then problem solve around how to involve Jill and (with Jill\u2019s permission) her daughter, so that Jill can access the use of her personal vibrator. Jill thought that having a vibrator in the nursing home might be \u2018against the rules\u2019. The narrative progression provides learners with examples of how to plan and execute strategies for a productive and compassionate conversation about Jill\u2019s personal sexual health needs, and having a conversation with Jill\u2019s daughter to bring the vibrator from home. The full conversation demonstrates how this team can ensure that Jill and her daughter understand and recognize that they will not be judged for Jill\u2019s request, and that a personal vibrator is NOT against the rules in a long-term care home setting.<\/p>\n

\"\" \"\"<\/p>\n

For more information on this actor simulation, please contact:<\/p>\n

Lori Schindel Martin, PhD, RN, Professor Emeritus<\/p>\n

Daphne Cockwell School of Nursing, Toronto Metropolitan University<\/p>\n

Email: lori.schindelmartin@torontomu.ca<\/span><\/p>\n","protected":false},"author":34,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-384","chapter","type-chapter","status-publish","hentry"],"part":146,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/chapters\/384","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/wp\/v2\/users\/34"}],"version-history":[{"count":8,"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/chapters\/384\/revisions"}],"predecessor-version":[{"id":413,"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/chapters\/384\/revisions\/413"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/parts\/146"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/chapters\/384\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/wp\/v2\/media?parent=384"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/pressbooks\/v2\/chapter-type?post=384"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/wp\/v2\/contributor?post=384"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/opennursing\/wp-json\/wp\/v2\/license?post=384"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}