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Results show curricula mention autonomy but offer limited practical guidance, with hands-on training driving learning. Simulation and case-based methods are suggested to bridge theory and practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-future-nurses-to-support-older-clients-autonomy-in-activities-of-daily-living-abstract/427529/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-future-nurses-to-support-older-clients-autonomy-in-activities-of-daily-living-abstract/427529.png","ImageObject",300,407,{"name":42,"@type":43},"Genevieve","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-29",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is supporting older clients’ autonomy in daily care important?","Question",{"text":63,"@type":64},"It is essential for dignity and quality of life, especially as clients need person-centered support in daily activities. The study frames autonomy support as a key nursing responsibility.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was autonomy-supportive learning in nursing education studied?",{"text":68,"@type":64},"The study combined document analysis of Dutch nursing curricula and teaching materials, interviews with teachers and students, and observations of student-supervisor interactions during activities of daily living. Follow-up interviews further explored experiences.",{"name":70,"@type":61,"acceptedAnswer":71},"What gaps did the study find between theory and practical training?",{"text":72,"@type":64},"Curricula mention autonomy but provide limited practical guidance. Teachers often rely on personal experience, while students learn autonomy-supportive behavior mainly through hands-on practice, and supervisors’ approaches vary widely.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},427529,1790926459,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":22,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":30},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","794 Innovation in Aging, 2025, Vol. 9, No. S2  \nUniversity, Maastricht, Limburg, Netherlands, 2. Zuyd  \nUniversity of Applied Sciences, Heerlen, Limburg, Netherlands Supporting older clients’ autonomy in daily care is crucial for  \ndignity and quality of life. However, research indicates that nurses often provide suboptimal autonomy-support, and little is known about how future nurses learn this skill during their education. A qualitative study examined both theoretical and practical learning. The theoretical part involved a document study of Dutch nursing curricula and teaching materials to assess how autonomy-supportive behaviour is addressed. Additionally, 20 semi-structured interviews with teachers and students explored their perspectives on autonomy in education. Practical learning was studied through 25 observations of student-supervisor interactions during activities of daily living. Furthermore, 22 follow-up interviews with students and supervisors provided deeper insights into their experiences. Findings indicate that while curricula mention autonomy, they provide little practical guidance. Teachers acknowledge its importance but rely largely on personal experience rather than structured educational methods. Students report learning autonomy-supportive behaviour primarily through hands-on training. Observations confirm that autonomy is more emphasized in practice, yet supervisors’ approaches vary widely. Some prioritize autonomy, fostering client independence, while others emphasize efficiency, sometimes at the cost of client-autonomy. Given the evolving needs of an aging population, rethinking nursing education on autonomy is essential. Strengthening collaboration between teachers and practical supervisors can create a more cohesive learning environment. Additionally, integrating innovative teaching methods, such as simulation-based learning and case discussions, can bridge the gap between theoretical and practical education. Enhancing nursing education will ensure future nurses are well-equipped to support autonomy, ultimately improving person-centered elderly care.  \nAbstract citation ID: igaf122.2695  \nTEACHING FUTURE NURSES TO SUPPORT OLDER  \nCLIENTS’ AUTONOMY IN ACTIVITIES OF  \nDAILY LIVING  \nMarjolein Knibbeler1, Stan Vluggen2, Erik van Rossum2, Sandra Zwakhalen1, and Petra Erkens1, 1. Maastricht","cbCainv2ec9QBuLT","https://ap.wps.com/l/cbCainv2ec9QBuLT","pdf",714747,"English","# Background\n# Methods\n## Document study and interviews\n## Observations of student-supervisor interactions\n# Findings\n# Implications for nursing education","[{\"question\":\"Why is supporting older clients’ autonomy in daily care important?\",\"answer\":\"It is essential for dignity and quality of life, especially as clients need person-centered support in daily activities. The study frames autonomy support as a key nursing responsibility.\"},{\"question\":\"How was autonomy-supportive learning in nursing education studied?\",\"answer\":\"The study combined document analysis of Dutch nursing curricula and teaching materials, interviews with teachers and students, and observations of student-supervisor interactions during activities of daily living. Follow-up interviews further explored experiences.\"},{\"question\":\"What gaps did the study find between theory and practical training?\",\"answer\":\"Curricula mention autonomy but provide limited practical guidance. Teachers often rely on personal experience, while students learn autonomy-supportive behavior mainly through hands-on practice, and supervisors’ approaches vary widely.\"}]","Teaching Future Nurses to Support Older Clients’ Autonomy in Activities of Daily Living - Abstract | PDF",1790644124]