Leader: Sara Santini (INRCA); Other collaborator(s): Georgia Casanova (INRCA), Serena Cancellieri (INRCA)
This task aims to provide training modules specifically targeting family care assistant with a migration background. In the international scientific literature they are also called migrant care workers (MCWs) to refer to any person employed in the formal or informal care sector. Since in the Italian context, migrants are employed mainly in the informal care sector i.e. at home of the older persons with long-term care needs, we prefer to call them family care assistants (FCAs) to underline the informal nature of their work that de facto reproduces and mirrors the familistic care approach characterising our country. In AGE-It we specifically focused on FCAs of older people with dementia since the latter represents one of the main drivers for hiring a FCA. Formulating a training curriculum dedicated to FCAs who aspire to work in the field of caring for the (older) person with dementia is the main goal of this task and what differentiates it from Task 4 of this WP.
Based on a European study recently conducted by INRCA, called “HERO,” and in light of the literature on the topic, the curriculum aims to:
Brief description of the activities and of the intermediate results:
To make the training content usable and responsive to the skills and needs of migrants, and the expectations and needs of elders with dementia and their family caregivers, theoretical research and field research were carried out in an integrated and complementary manner. A careful review of the literature regarding the training of migrants and refugees in the practices of caring for the (elderly) person with dementia, and the processes of training and socio-occupational inclusion were carried out. In parallel, a field study were conducted using a participatory approach based on the direct involvement of the recipients of training (migrants and refugees) and care (elders and family members) through interviews and focus-groups. Qualitative data were analyzed thematically or in their content with the support of qualitative analysis software (e.g., MaxQda or NVivo).
Specifically, there are four phases:
Main policy, industrial and scientific implications
The training curriculum will be shared with different stakeholders with both decision-making and planning roles (ministers, councillors, senior regional officials) and operational roles (frontline practitioners in contact with users). Stakeholders will thus include policy-makers, formal and nonformal education representatives, migration policy makers, accreditation managers and care providers both public and private, representatives of Third Sector associations, NGOs, and the voluntary world, social and health service workers, and education workers.
The researchers will gather feedback and suggestions from stakeholders regarding usability, promotion, and sustainability of the training curriculum for FCAs. A curriculum user manual will be produced for use by trainers and stakeholders, and recommendations for policy makers will be collaborated on in connection with WP6.
Each task conducted a literature review regarding its topic of expertise. In this case, the literature review aimed to systematize the knowledge gained through the analysis of literature and best practices in relation to training interventions targeting care professionals (professional caregiver-PCs), or family caregivers (family caregivers-FCs), or foreign family care assistants (Migrant Care Assistants-MFAs) caring for the elderly with dementia.
Each task participated in data collection to co-design the platform and its content. Specifically, this task participated conducted the interviews and focus groups with foreign family care assistants.
Moreover, contributions were presented at national and international conferences.
Each task participated in the construction and revision of the lessons that will constitute the content of the platform. Specifically, this task prepared the following learning modules: communication, services for people affected by dementia, emergency management, dementia and communication, self-care, legal aspect of labour.
Moreover, contributions were presented at national and international conferences.
During this period, significant progress was made in reviewing and refining the learning modules, ensuring their relevance, clarity, and alignment with the needs of family care assistant with a migration background.
Additionally, members of this task started collaborating with the external company hired to design the e-learning platform. Meetings were held to review progress, provide feedback, and ensure that the design and development of the platform can be closely aligned with the needs identified in the co-design phase. This collaboration ought to allow for the integration of user-centered features into the platform, with particular attention to user experience, usability, and functionality. The research team aim to ensure that all technological developments remain consistent with the project’s goals of accessibility, equity, and social inclusion.
A scientific article entitled “Educational offer in elder home care for migrant family care assistants: results from a multiple qualitative case study”, based on the analysis of 26 elder care trainings, has been finalised for submission to international open-access peer reviewed journals.
Furthermore, contributions continued to be presented at national and international conferences.