to evaluate the effect of an integrated care model for pre-frail and frail community-dwelling older people.
a quasi-experimental design.
we enrolled people aged ≥60 years from a community care project. An inclusion criterion was pre-frailty/frailty, as measured by a simple frailty questionnaire (FRAIL) with a score of ≥1.
we assigned participants to an intervention group (n = 183) in which they received an integrated intervention (in-depth assessment, personalised care plans and coordinated care) or a control group (n = 270) in which they received a group education session on frailty prevention. The outcomes were changes in frailty, individual domains of frailty (\'fatigue\', \'resistance\', \'ambulation\', \'illnesses\' and \'loss of weight\') and health services utilisation over 12 months. Assessments were conducted at baseline and at the 12-month follow-up.
the mean age of the participants (n = 453) at baseline was 76.1 ± 7.5 years, and 363 (80.1%) were women. At follow-up, the intervention group showed significantly greater reductions in FRAIL scores than the control group (P < 0.033). In addition, 22.4% of the intervention and 13.7% of the control participants had reverted from pre-frail/frail to robust status, with the difference reaching significance when the intervention was compared with the control group (odds ratio [OR] 1.6, 95% confidence interval [CI] 1.0-2.4) after adjustments for age, sex, living arrangement/marital status and hypercholesterolemia. For individual domains of frailty, the adjusted OR for improved \'resistance\' was 1.7 (95% CI 1.0-2.8). However, no effects were found on reducing use of health services.
the integrated health and social care model reduced FRAIL scores in a combined population of pre-frail/frail community-dwelling older people attending older people\'s centres.

OBJECTIVE: Nursing is theorised to be a component of person-centred care. Communicative constructions of person-centred caring are a topic that needs to be studied in consultations. The study aimed to explore how person-centred caring and non-person- centred caring are verbally constructed in consultations between patients and nurse.
METHODS: This study was qualitative using audio-recorded observations from consultations with advanced nurse practitioners in nurse-led chemotherapy clinics from four hospitals in the UK through purposive sampling. Discourse analysis was used to identify communicative patterns in 45 non-participant observations of nurse consultations.
RESULTS: The dominant discourse was a non-person-centred oriented discourse framed by the biomedical model. It was also possible to identify fragments of an alternative discourse-a person-oriented discourse localising health problems within the patient\'s personal and sociocultural context.
CONCLUSIONS: The prominent use of a non-person-oriented discourse focusing on the medical/technical aspects of a patient\'s assessment/evaluation in consultations may make it difficult for patients to raise questions and concerns from their daily lives during consultations. However, fragments of a person-oriented discourse show that it is possible for nurses to allow a person-centred approach to the consultation. The pedagogical implications have to do with raising nurses\' awareness of the role of evaluative language in enhancing person-centred communication with patients in clinical interactions.

Emotion regulation (ER) is a critical component of children\'s development. Many previous studies have utilised a single-assessment method to reflect child ER, which might result in losing important information regarding the unique contribution of each informant. With a person-centred approach and multi-informant reports (mother, teacher and child), the current study examined 196 children\'s (age M = 9.21, SD = 1.10, range = 7-11 years; 51% girls) ER patterns and their associations with psychopathological symptoms in a Chinese sample. A model-based clustering procedure resulted in 3 ER groups: the poor family ER group (n = 36), poor school ER group (n = 120), and overall good ER group (n = 40). Significant differences were found among ER clusters on teacher-reported child psychopathological symptoms compared on the levels of withdrawn depression, somatic complain, thought problems and attention problems. No significant differences were found on the mother-reported psychopathological symptoms. Compared with children in the poor school or poor family ER clusters, children in the overall good ER group demonstrated fewer psychopathological symptoms at school. Our results confirmed the advantage of adopting multi-informant assessments to fully capture children\'s emotional profiles and linked these profiles with children\'s emotional and behavioural functioning at school.