Objective: The purpose of this research was to test the clinical use of the gerotranscendence (GT) theory and its influence on GT perspective, depression, and life satisfaction among a group of institutionalized elders. Methods: An experimental study utilizing pre–post group design and random assignment of elders into intervention and control group was conducted. The intervention support group was implemented in the experimental group once a week for eight weeks for 60 min. Over the eight-week period, 35 subjects in the experimental group and 41 in the control group completed the study. Data were collected one week before and one week after the intervention for both groups. Instruments include the GT Scale, Geriatric Depression Scale short form, and Life Satisfaction scale. Data were analyzed by paired t-test, Wilcoxon, McNemar, and analysis of co-variance. Results: Pre- and post-test scores on the GT perspective and life satisfaction were significantly increased (p = 0.000) in the experimental group. The mean depression score of the experimental group showed a slight but not significant decrease (p = 0.06). However, significant post-test differences were noted between groups in GT perspective, depression, and life satisfaction (p = 0.000, 0.01, and 0.000). Conclusion: The findings of this study suggest that after participating in a GT support group, institutionalized elders’ GT perspective and life satisfaction were enhanced, and depression reduced. The positive effects demonstrated by this study can be extended and applied to the clinical health promotion of institutionalized elders. Ongoing GT intervention is encouraged to promote mental and spiritual health among institutionalized elders.

Impairments in word finding, language skills and memory in dementia patients increase the obstacles for health professionals to provide effective care. Although some research on communication with dementia patients has been done, no research that pre-assessed nurses' difficulties in communicating with dementia patients has been identified. This study aims to explore nurses' difficulties in communicating with patients who have dementia. This was a qualitative research using the phenomenological approach. Data were collected through in-depth interviews. Fifteen nurses with at least 6 months of dementia care experience participated in this study. Each interview was audio-taped and transcribed within 48 hours after each interview. Participants were asked to respond to the question, "Please describe the difficulties in communicating with patients who have dementia." Through content analysis, two themes, each with two subthemes emerged: Different language, including repetitive responses and lack of language consensus; blocked messages, including difficulty in accessing emotions and in understanding needs. Ineffective language refers to a lack of agreement dialect between the nurse and the patient while blocked messages refer to the inability of nurses to understand the true underlying meaning of messages the patients send out through verbal or nonverbal behaviors or expression. The results can serve as reference for planning dementia communication education for school curriculum to enhance student nurses' communication abilities and for junior nurses working in long-term or acute care settings to increase nurses' patient-centered communication abilities with the ultimate goal of improving quality of care for patients with dementia.