This essay is about the transformational influence of being a caregiver to an older adult with a neurodegenerative disease, specifically Alzheimer’s disease. By applying the Gibbs Reflective Cycle model, the essay endeavors to expose the subtlety of this process and present some positive conclusions exploring both personal insights and professional growth opportunities. Brimming with the intense memories of a close family member or relative who was fighting against Alzheimer’s disease, this essay explores the emotional and practical aspects involved in offering care for neurocognitive disorder victims.
The scene was at my grandparents’ house, still cozy despite how prevalent Alzheimer’s disease was already and less familiar compared to when she was still vibrant. Among others are my grandmother, once a strong, proud woman, and our family now used to gentle care of her who is struggling with memory loss and our family that is trying to take care of her and laboring to provide her with the best possible assistance. Alzheimer’s, the most widespread neurocognitive disorder with symptoms including decreasing memory and underlying cognitive decline, forms a grey zone in our lives, turning the once ordinary routines into something rather weird. Seeing my grandmother, who does not look like herself anymore, I experienced a smelling and horrible mix of emotions. The beginning was difficult to bear, as the bit-by-bit vanishing of my mother’s host, whom I had embraced and supported throughout the major part of my life, led to severe sadness and a powerless sensation. Nevertheless, among the distress, there was an equally strong will to go on in life and savor the gift of every last bit of lucidity and communication.
How I managed caring for my grandmother with Alzheimer’s disease was a very emotional path; it was a blend of sadness, compassion, and drive. Upon observing her state of decline, I felt severe sorrow and the loss of a person who used to be amazingly strong and confident, together with the inevitable and painful understanding of how fragile memory and identity are. On the one hand, a strong empathy was experienced, inducing the will to end the patient’s perplexity and distress and to create a window of clarity and richness through the fog of the memory gap. Nevertheless, I faced insurmountable obstacles in those feelings that brought me moral conflicts. Balancing preserving her autonomy with assuring safety and well-being became a continuing obstacle that forced me to think and imagine the most ethical choice. Consequently, my problems with the limited resources and the shortage of support groups put more load on me, and even sometimes, I doubted my ability to be a good caretaker. Indeed, as hard as this trial was, that contributed to my personal growth, so now I am the one who values resilience and a greater understanding of the role of compassion, ethics, and practicality against the background of dementia and other neurocognitive disorders care.
Employing the Gibbs reflection strategy while reflecting on the nursing experience of helping my grandmother, who suffers from Alzheimer’s disease, unearthed several insights. Primarily, upon consideration, I discovered the significance of being as active as possible and adapting to my father’s ever-changing needs and abilities throughout the whole process (Blanchette ET AL., 2024). I always remembered that I should regularly reevaluate her situation and adjust the caregiving strategies accordingly. In this way, I was better empowered to give personalized and compassionate care and thus can contribute to improving her general life situation while she is suffering from the disease. In addition, the reflective process affirmed the importance of efficient communication and teamwork in the caregiving unit. By facilitating honest communication and allocating tasks among the family members and healthcare providers, we established an environment of belonging and respect, which would serve my grandmother’s best interests.
Examining my acts and decisions during the whole experience gave me an understanding of my strengths and weaknesses. Although my actions stemmed from my caring feelings, I saw moments where my deeds violated the independence of my grandmother or how she carried herself with dignity. For instance, I sometimes took over the decision-making and excluded her from the process. Without noticing, her agency and self-esteem would have waned (Reynolds et al., 2022). Moving forward, I will pursue a collaborative way with my grandma, where decisions about her care will be made with her input, thus helping in the maintenance of autonomy and self-determination.
Moreover, I learned how my actions affected others involved. This showed the relationship and dynamics in the caregiving environment, as well as how crucial it is to promote mutual respect and understanding so that all family members and caregivers can work together. Thus, recognizing and appreciating multicultural views can help build a peaceful and integrated caregiving space that keeps the overall health of the caregivers in the limelight.
During the reflection, I sketch profound perspectives on the importance of individualized methods for caring for older individuals with neurocognitive diseases such as Alzheimer’s. Empathy and adaptability also shaped my understanding that each patient has different needs. Thus, I should apply a unique care prescription (Crowther & Costello, 2017). This encompasses the active quest for their subjective opinions and experiences, promoting autonomy and dignity. Generally speaking, I understood the significance of effective communication and teamwork among caregivers and healthcare providers so that all-around support can be built around. Going forward, I plan to embed these lessons into my day-to-day practice to always focus on person-centered care principles, advocate for well-structured support systems, and build an environment full of compassion and understanding. I strive to integrate these considerations into my caregiving strategies to improve the quality of life and well-being of seniors diagnosed with neurocognitive impairments. This will enable caregivers to do their best and contribute to creating a caring and supportive environment where the seniors and their caregivers are respected.
In conclusion, the experience of caregiving for an older adult with a neurocognitive disease has taught me some of the intricacies and difficulties of giving compassionate and competent care. Through interacting with the experiences and emotions evoked, I have grasped the challenges and ethical issues involved in caregiving at an in-depth level. Moving further ahead, I will incorporate these learnings into my practice, prioritizing person-centered approaches, emphasizing the comprehensive support system, and making open communication and collaboration among caregivers possible. Continuous reflection and growth, I wish to develop a caring and supportive environment that will benefit all older persons suffering from neurocognitive conditions and their caregivers.
References
Blanchette, V., Maranda-Pelletier, S., Bilodeau, G., & Giguere, A. (2024). Factors influencing the engagement of older adults with neurocognitive disorders in designing decision aids: A qualitative descriptive study. Patient Education and Counseling, 119, 108061.
Crowther, J., & Costello, J. (2017). Palliative care for people with advanced major neuro-cognitive disorders. International Journal of Palliative Nursing, 23(10), 502–510.
Newman, S. (2021). Motivation and Maintenance of Treatment-Seeking Behaviors in Older Adults with Mild Neurocognitive Disorder Due to Alzheimer’s (Doctoral dissertation, Alliant International University).
Reynolds 3rd, C. F., Jeste, D. V., Sachdev, P. S., & Blazer, D. G. (2022). Mental health care for older adults: recent advances and new clinical practice and research directions. World Psychiatry, 21(3), 336-363.
Webb, L. M., & Chen, C. Y. (2022). The COVID‐19 pandemic’s impact on older adults’ mental health: Contributing factors, coping strategies, and opportunities for improvement. International Journal of Geriatric Psychiatry, 37(1).
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