‘It flipped a switch’: Care aide insights into the acceptability and feasibility of video-feedback to enhance person-centered dementia communication

Video-feedback, a learning technique in which participants watch video-recorded examples of their own performance in a real-world or simulated encounter, has shown potential to enhance formal and informal caregivers’ person-centered approaches and communication with individuals living with dementia. To expand on the success of this self-reflective technique, further knowledge is needed to support its use and integration into clinical and real-world settings. This article will share descriptive findings obtained from a larger pilot study that examined the effectiveness and impact of an intervention utilizing video-feedback as a reflective learning technique to enhance individual long-term care aides’ person-centered dementia communication skills. The aim of this qualitative segment of the study was to explore care aide perspectives as to the acceptability and feasibility of the video-feedback component of the intervention. Focus group and individual interviews were held with 10 care aides who participated in the overall study. Transcripts from the focus groups and interviews were analyzed using content analysis methodology. Findings that emerged from the data indicated the video-feedback approach was highly acceptable and relevant as a learning method. Key factors contributing to the acceptability of the learning intervention included improvement in communication techniques, promotion of person-centered approaches, self-reflection leading to insight and behavior change, work life enhancements, and contextual improvements. Feasibility considerations included initial hesitancy and resistance to the video-recording component of the learning intervention and resources to implement the intervention. Suggestions are offered to promote acceptance and successful use of video-feedback within this setting.