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Wandering Minds, Wandering Spaces – Unraveling Residents’ Space Use Patterns in Long-Term Dementia Care
Amid a global dementia epidemic and the absence of a definitive cure, creating supportive environments that promote physical and social activity is paramount for slowing disease progression. Moreover, inconsistencies and ofttimes subjective metrics persist in the evidence base behind dementia-sensitive design. This study, conducted in three long-term care facilities in Bavaria, Germany, employs ethnographic observations to investigate residents’ space use patterns. For the first time, the comprehensive suite of space syntax techniques is tested for assessing the behavior of people with dementia. Results suggest that spatial configuration (visual integration) can effectively explain movement patterns (r2≈.5-.6). Best correlations are found for wandering – despite potential somatosensory impairments. Purposeful behaviors are more conditioned by the institutional regime. Social activities are nuanced, influenced by care culture, persons involved, and cluster in the main common room (MCR). A novel computational tool, MCR Step Depth analysis, is introduced to illustrate the spatial dynamics of interactions. Comparative examination of special care units yields new insights – ample daylight and views appear as attractors to wandering, and strategic positioning of furniture may mitigate agitated behaviors. The research emphasises the efficacy of space syntax as a qualitative, evaluative tool for care home designs, providing practical recommendations for architects, and advancing the discourse on dementia-sensitive design, ultimately seeking to enhance the well-being and quality of life for people with dementia in long-term care settings.
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CC BY SA 4.0
Added By: | Elangkathir Duhindan |
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Date Added: | 03 Jan 2024 13:08 |
Creators Name: | |
Tags: | long-term care facility, dementia, post-occupancy evaluation, space syntax, spatial configuration, architecture, evidence-based design |
Viewing permissions: | World |
URL: | https://open-education-repository.ucl.ac.uk/id/eprint/920 |
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