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Tuffour I, Ganga G. Dementia: A call for a paradigm shift in pre-registration nurse education. Glob Ment Health (Camb) 2023; 11:e2. [PMID: 38283879 PMCID: PMC10808974 DOI: 10.1017/gmh.2023.80] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 11/07/2023] [Accepted: 11/16/2023] [Indexed: 01/30/2024] Open
Abstract
Dementia is a progressive brain disorder that affects memory, thinking and behaviour. It is a major global public health concern, with an estimated 55 million people worldwide living with the condition. In the UK, there is an estimated 944,000 people with dementia. This number is expected to double by 2050. Dementia is a major cause of disability and dependency, and it places a significant burden on families and carers. The current level of dementia education in pre-registration nursing programmes in the UK is inadequate. There are no pre-registration nursing educational programmes that offer dementia as a speciality. This is a major concern, as nurses are the primary providers of care to people with dementia. This article argues that dementia should be established as a branch of pre-registration nursing education that leads to a Registered Nurse (RN) - Dementia. This could help to address the shortage of specialist dementia nurses in the country. This article provides an important suggestion for countries with a shortage of specialist dementia nurses to consider establishing a stand-alone pre-registration branch of dementia nurse education. This would result in a more specialised workforce with the skills and knowledge to provide high-quality care to people with dementia.
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Affiliation(s)
- Isaac Tuffour
- Faculty of Health, Education, and Wellbeing, University of Wolverhampton, Wolverhampton, UK
| | - Griffin Ganga
- Faculty of Health, Education, and Wellbeing, University of Wolverhampton, Wolverhampton, UK
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Daley S, Hebditch M, Feeney Y, Towson G, Pooley J, Pietersen H. Understanding the experiences of people with dementia and their family carers participating in healthcare student dementia education: A mixed-methods evaluation from the time for dementia programme. DEMENTIA 2023; 22:1514-1529. [PMID: 37531594 PMCID: PMC10521155 DOI: 10.1177/14713012231191412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
BACKGROUND There is increasing awareness of the potential for positive impacts on student learning from involving people with dementia and family carers within undergraduate teaching. However, research on the experience of people with dementia and their family carers is sparse. This study aimed to evaluate the satisfaction and views of families (people with dementia and their family carers) who volunteered in Time for Dementia (TFD); an educational programme where undergraduate healthcare students visit families at home over a 2-year period. METHODS Families taking part in TFD completed a satisfaction survey after taking part in the programme (n = 803). Frequencies of satisfaction survey items were summarised and multiple linear regression models for factors associated with total satisfaction scores were produced. Open text responses were analysed using thematic framework analysis as to the most favourable aspects of the programme and areas requiring improvement. RESULTS Overall satisfaction was high for taking part in TFD, with a perception of contribution, and being of value. There was strong evidence that families enjoyed the experience and would recommend participation to others. Higher numbers of student visits were significantly associated with greater satisfaction. Families identified aspects of the programme that benefited them, with social interaction rating highly. Improvements suggested by the families included increased visit structure and organisational improvements. CONCLUSIONS This study has sought to evaluate at scale the satisfaction of families taking part in a dementia education programme. It is positive that families report high satisfaction in the programme and identify perceived value for themselves as well as students, suggesting reciprocal benefits. This study contributes to the broader understanding of what Experts by Experience value when taking part in educational interventions.
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Affiliation(s)
- Stephanie Daley
- Centre for Dementia Studies, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Molly Hebditch
- Centre for Dementia Studies, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Yvonne Feeney
- Centre for Dementia Studies, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Georgia Towson
- Centre for Dementia Studies, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Joanna Pooley
- Centre for Dementia Studies, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Holly Pietersen
- Centre for Dementia Studies, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
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Oyebode JR, La Fontaine J, Stamou V, O'Malley M, Parkes J, Carter J. Establishing and sustaining high-quality services for people with young onset dementia: the perspective of senior service providers and commissioners. Int Psychogeriatr 2023:1-10. [PMID: 37731261 DOI: 10.1017/s1041610223000443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/22/2023]
Abstract
OBJECTIVES We aimed to understand the facilitators to developing and sustaining high-quality services for people with young onset dementia (YOD) and their families/supporters. DESIGN This qualitative study used semi-structured interviews with commissioners and service managers, analyzed using inductive thematic analysis. SETTING A purposive sample of providers was selected from diverse areas and contrasting YOD services. PARTICIPANTS Eighteen senior staff from YOD services and two dementia service commissioners took part. MEASUREMENTS For commissioners, key interview topics were experiences of commissioning YOD services, perceived facilitators or barriers, and how future guidance should be structured for ease of use. For service providers, key topics explored experiences of delivering YOD services; what was achievable or challenging; how the service was funded; how it linked with broader provision for YOD in the area; and how guidance should be structured. RESULTS Recorded interviews lasted 30-40 minutes. Seven key facilitators to the development and sustaining of YOD services were identified: having knowledgeable, committed local champions; involvement of people living with YOD and family supporters; initial delivery within existing resources; partnership working within and between sectors; having a reflective, supportive organizational culture; gathering evidence of impact; and having wider support and guidance. CONCLUSIONS Improvements in provision for those with YOD and their families need to be built on understanding of service-level and interpersonal influences as well as on understanding of YOD itself. Our findings highlight a set of facilitators which need to be in place to establish and sustain high-quality YOD services that fit the local context.
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Affiliation(s)
- Jan Rachel Oyebode
- Centre for Applied Dementia Studies, Faculty of Health Studies, University of Bradford, Bradford, UK
| | - Jenny La Fontaine
- Centre for Applied Dementia Studies, Faculty of Health Studies, University of Bradford, Bradford, UK
| | - Vasileios Stamou
- Centre for Applied Dementia Studies, Faculty of Health Studies, University of Bradford, Bradford, UK
| | - Mary O'Malley
- Centre for Applied Mental Health Research, Faculty of Health and Society, University of Northampton, Northampton, UK
| | - Jacqueline Parkes
- Centre for Applied Mental Health Research, Faculty of Health and Society, University of Northampton, Northampton, UK
| | - Janet Carter
- Division of Psychiatry, Faculty of Brain Sciences, Maple House, University College London, London, UK
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Mayer JF, Green MR, White LW, Lemley T. Perspectives of Speech-Language Pathologists and Students on Providing Care to People Living With Dementia: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:2351-2373. [PMID: 37532246 DOI: 10.1044/2023_ajslp-22-00410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
PURPOSE This scoping review aimed to explore the extant literature on the experiences and views of speech-language pathologists (SLPs) and SLP students regarding the provision of care to people living with dementia (PLWD). METHOD A systematic search was conducted using 10 databases for sources published in English from January 2000 through January 2022. Sources were included if participants were practicing SLPs and/or students enrolled in undergraduate communicative disorders or graduate SLP programs and if the concepts of experiences or views on the provision of SLP services to PLWD were explored in the context of any clinical or educational setting. Included sources were systematically extracted for pertinent study characteristics, including SLP roles and settings, concept domains, measures utilized, and facilitators/barriers to effective dementia care. RESULTS The majority of the 29 included sources were published in either academic journals (n = 20) or professional organization publications (n = 5) and used a cross-sectional study design (n = 19). Participants included SLPs (n = 22 studies) and graduate (n = 6 studies), undergraduate (n = 3 studies), and doctoral students (n = 1 study). The included studies addressed five primary conceptual domains: experiences, attitudes, roles, knowledge, and confidence. The most commonly addressed barriers and facilitators of effective dementia care were education and training. CONCLUSIONS Mapping and analysis of the current body of knowledge within this scoping review illuminated several knowledge gaps that we propose need to be addressed to meet the education and training needs of SLPs to provide optimal care to PLWD. These include systematically measuring access to and outcomes of evidence-based education and training programs both within and outside of an interprofessional collaborative context.
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Affiliation(s)
- Jamie F Mayer
- School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb, IL
| | - Makenna R Green
- School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb, IL
| | - Laura W White
- Department of Physical Therapy, University of South Alabama, Mobile, AL
| | - Trey Lemley
- William Beaumont School of Medicine, Department of Foundational Medical Studies, Oakland University, Rochester, MI
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Khatiwada R, Lyu S, Wang H, Bhandari SD, Liu Y. The knowledge and attitude of Nepalese nursing students towards dementia. Heliyon 2023; 9:e19247. [PMID: 37664746 PMCID: PMC10469564 DOI: 10.1016/j.heliyon.2023.e19247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2023] [Revised: 08/10/2023] [Accepted: 08/16/2023] [Indexed: 09/05/2023] Open
Abstract
Background As aging is a significant risk factor for dementia, the number of persons with dementia is growing annually as a result of the aging population, which implies the need for better geriatric care services in terms of both quantity and quality. Methods The knowledge and attitudes of Nepalese nursing students (n = 177) concerning dementia were examined using a descriptive correlational research approach. Alzheimer's Disease Knowledge Scale (ADKS) and Dementia Attitude Scale (DAS) were used to measure students' knowledge and attitude of dementia. Results and discussion The overall mean score of the ADKS was found to be 19.64 (SD = 3.363) out of 30, while the total mean score on dementia attitude of the DAS was 93.82 (SD = 10.09) out of 140. A positive relationship was established between the knowledge and the attitude scores (r = 0.148, P = 0.050), demonstrating limited knowledge and positive attitude towards people with dementia in nursing students.
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Affiliation(s)
- Ranjana Khatiwada
- School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province, 110122, China
| | - Siman Lyu
- Beijing Chaoyang Hospital of Capital Medical University, Beijing, China
| | | | - Sushila Devi Bhandari
- Nepalese Army Institute of Health Sciences, College of Nursing, Bhandarkhal, Kathmandu, Nepal
| | - Yu Liu
- School of Nursing, China Medical University, No.77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province, 110122, China
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Jack-Waugh A. Learning lessons from dementia workforce education to develop general hospital dementia change agents for the future: A constructivist grounded theory study. DEMENTIA 2023; 22:646-663. [PMID: 36752102 PMCID: PMC10009491 DOI: 10.1177/14713012231156004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Abstract
In recognition of the often poor experience of people living with dementia in general hospitals and the lack of dementia curricular content for health and social care professionals, the Scottish Government commissioned a dementia workforce development programme (Dementia Champions) for qualified health and social care professionals in 2011. This constructivist grounded theory study aimed to construct a theory of the learning experienced by the dementia champions before, during and after the programme. The reported experience of change in the champions' professional and personal perspectives about people with dementia was the focus of this study. The findings contribute to a deeper understanding of the long-term negative impact of knowledge and skills gaps in dementia education and on people living with dementia and health and social care professionals. This negative impact has implications for individual professionals, service leaders and health and social care systems internationally. Data was co-produced through intensive interviewing, a focus group and email interviewing with nineteen Dementia Champions. Construction of the theory emerged from direct engagement with the data using the constructivist grounded theory approach. The findings illuminate how, before the programme, professionals were educated, socialised and defined to fail people with dementia. On the programme, multiple learning interventions in which interacting with the lived experience of people living with dementia, their families and colleagues became the stimulators of change. These learning interventions stimulated a disrupted self-definition and actions to resolve this disruption. Once the self-definition was restored, the participants faced the complexity of working with people living with dementia with passion, pride and new thinking. These findings further illuminate the importance of expert facilitation and the inclusion of people with dementia and their families as peer educators in health and social care dementia education. Further research on the negative outcomes of gaps in initial professional education is important.
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Affiliation(s)
- Anna Jack-Waugh
- Alzheimer Scotland Centre for Policy and Practice, 6413University of the West of Scotland, Glasgow, Scotland
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Kirve S. Exploring nursing students' knowledge of Alzheimer's disease. Nurs Older People 2022; 34:e1393. [PMID: 36128728 DOI: 10.7748/nop.2022.e1393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/28/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND As the number of people with a diagnosis of dementia continues to increase, it is essential that nurses have the skills required to provide high-quality care. However, there may be gaps in dementia teaching in undergraduate nurse education programmes in the UK. AIM To assess knowledge of Alzheimer's disease among one cohort of third-year nursing students to improve the education content of the dementia module at Oxford Brookes University, England. METHOD A total of 35 participants completed the Alzheimer's Disease Knowledge Scale, a validated tool that measures knowledge about risk factors, assessment and diagnosis, symptoms, course (disease progression), life impact, caregiving, and treatment and management. Data were analysed using quantitative methods. RESULTS Participating students appeared to have greater knowledge about dementia in relation to treatment and management, life impact, caregiving, and assessment and diagnosis, and less knowledge about risk factors, course and symptoms. This may be because the focus of teaching is on caregiving and medical treatment. CONCLUSION This study identified strengths and gaps in nursing students' knowledge of Alzheimer's disease. The results have informed recommendations for ways to improve the education content of the dementia module for future cohorts and to enhance dementia education in nursing, health and social care undergraduate programmes in general.
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Ottoboni G, Chirico I, Povolná P, Dostálová V, Holmerová I, Janssen N, Dassen F, de Vugt M, Sánchez-Gómez MC, García-Peñalvo F, Franco-Martin MA, Chattat R. Psychosocial care in dementia in European higher education: Evidence from the SiDECar ("Skills in DEmentia Care") project. NURSE EDUCATION TODAY 2021; 103:104977. [PMID: 34051541 DOI: 10.1016/j.nedt.2021.104977] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 03/26/2021] [Accepted: 05/11/2021] [Indexed: 05/25/2023]
Abstract
In dementia care, psychosocial interventions can increase people's quality of life with dementia and their caregivers. Despite their effectiveness, their translation into practice lacks the desirable systematicity. Systematic educational programs on psychosocial interventions in dementia will improve this translation, as it prepares professionals to face the complexity of dementia care. This study aimed to systematically map out the extent to which higher education programs in Europe include teaching activities about psychosocial care of dementia. We collected quantitative and qualitative data about 303 higher education teaching activities on psychosocial care in dementia across Europe. The analysis revealed that the number of teaching activities focusing on psychosocial care in dementia was relative. Although the results reflected UNESCO indications, the teaching activities on psychosocial care in dementia appeared less systematized than optimal. As world health agencies recommend, international higher education systems should consider more psychosocial care topics because they can prepare professionals to respond timely and effectively to dementia patients and caregivers' needs.
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Affiliation(s)
- G Ottoboni
- Department of Psychology, University of Bologna, Bologna, Italy.
| | - I Chirico
- Department of Psychology, University of Bologna, Bologna, Italy.
| | - P Povolná
- Charles University, Faculty of Humanities, Czech Republic; Institute for Postgraduate Medical Education, Prague, Czech Republic.
| | - V Dostálová
- Charles University, Faculty of Humanities, Czech Republic; Institute for Postgraduate Medical Education, Prague, Czech Republic.
| | - I Holmerová
- Charles University, Faculty of Humanities, Czech Republic; Institute for Postgraduate Medical Education, Prague, Czech Republic.
| | - N Janssen
- Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Alzheimer Center Limburg, Maastricht University Medical Center, Maastricht, the Netherlands.
| | - F Dassen
- Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Alzheimer Center Limburg, Maastricht University Medical Center, Maastricht, the Netherlands.
| | - M de Vugt
- Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Alzheimer Center Limburg, Maastricht University Medical Center, Maastricht, the Netherlands.
| | | | | | | | - R Chattat
- Department of Psychology, University of Bologna, Bologna, Italy.
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Grosvenor W, Gallagher A, Banerjee S. Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study. Int J Geriatr Psychiatry 2021; 36:558-565. [PMID: 33098137 PMCID: PMC9292404 DOI: 10.1002/gps.5452] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Accepted: 10/18/2020] [Indexed: 11/29/2022]
Abstract
OBJECTIVES Developing an informed and effective workforce that provides effective and ethical care to people with dementia and their families is an international priority. Here we explore the impact of a novel approach on students of adult nursing. It involved engagement with people with dementia and their carers over 3 years in the Time for Dementia Programme. This research explored students' perceptions of their professional learning and practice. METHODS A longitudinal, constructivist grounded theory approach in three phases (3 years) was used. In-depth interviews were conducted with 12 students of adult nursing following visits with older adults with dementia and their carers in their own homes at 12 months, 24 months and at 36 months. A constant comparative analysis of transcribed interviews was completed. RESULTS A new theory of Whole Sight was identified as representing the impact of the learning that occurred as a consequence of relational learning visits. The core category of New Ways of Seeing dementia represented a broadening of students' views of dementia that encompassed the person's lives and relationships. This led to a person-centred shift in students' practice. The data suggest that Time for Dementia can help students to be active in their contribution to care and serve as change agents in transforming dementia care. CONCLUSIONS The theory of Whole Sight that emerged is a novel and useful contribution to the evidence on community-based educational initiatives. Visiting people with dementia and their carers at home in training can help develop a workforce that meets their needs.
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Affiliation(s)
- Wendy Grosvenor
- School of Health SciencesFaculty of Health and Medical SciencesUniversity of SurreyGuildfordUK
| | - Ann Gallagher
- School of Health SciencesFaculty of Health and Medical SciencesUniversity of SurreyGuildfordUK
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Attard R, Sammut R, Scerri A. Exploring the knowledge, attitudes and perceived learning needs of formal carers of people with dementia. Nurs Older People 2020; 32:25-31. [PMID: 32020790 DOI: 10.7748/nop.2020.e1225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND An appropriate level of knowledge, a positive attitude and awareness of learning needs are essential to provide high-quality care to people living with dementia. AIM To explore the knowledge, attitudes and perceived learning needs of formal carers of residents living with dementia in one long-term care facility. METHOD Questionnaires were sent to nurses and nursing assistants working in one long-term care facility in Malta. A total of 207 completed responses were received from these formal carers. The questionnaire comprised scales: the Alzheimer's Disease Knowledge Scale, the Dementia Attitude Scale and the Dementia Learning Needs Assessment tool. RESULTS Formal carers' knowledge about dementia was satisfactory. Increased knowledge was associated with being a nurse and working on a specialist dementia unit. Overall, formal carers' attitudes towards people with dementia were positive. Nurses identified managing behaviour that challenges as the most important learning need, while for nursing assistants it was how to assist family caregivers in coping with Alzheimer's disease. Nurses and nursing assistants considered learning about the use of technology to be the least important learning need. Being a nurse and working in a specialist dementia unit were predictors of better knowledge. Working in specialist dementia units was also a predictor of positive attitudes towards people with dementia. CONCLUSION Policymakers should be aware that continued investment in specialist dementia units should be an intermediate and long-term goal because of the projected increase in the number of people living with dementia and the need to ensure these individuals receive optimum care.
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Affiliation(s)
- Roberta Attard
- Dementia intervention team, Active Ageing and Community Care, Qormi, Malta
| | - Roberta Sammut
- Department of Nursing, Faculty of Health Sciences, University of Malta, Msida, Malta
| | - Anthony Scerri
- Department of Nursing, Faculty of Health Sciences, University of Malta, Msida, Malta
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Flood J, O'Hanlon S, Gibb M, O'Donovan A. Caring for patients with dementia undergoing radiation therapy–A national audit. J Geriatr Oncol 2019; 10:811-818. [DOI: 10.1016/j.jgo.2019.04.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2018] [Revised: 03/22/2019] [Accepted: 04/03/2019] [Indexed: 10/27/2022]
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Knifton C. Perspectives: Dementia education in Higher Education Institutions, now and in the future: the role of the professional regulatory bodies in the UK. J Res Nurs 2019; 24:271-278. [PMID: 34394535 PMCID: PMC7932272 DOI: 10.1177/1744987119838645] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
- Chris Knifton
- Faculty of Health and Life Sciences, Leicester School of Nursing and Midwifery, De Montfort University, UK
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Jack-Waugh A, Ritchie L, MacRae R. Assessing the educational impact of the dementia champions programme in Scotland: Implications for evaluating professional dementia education. NURSE EDUCATION TODAY 2018; 71:205-210. [PMID: 30296731 DOI: 10.1016/j.nedt.2018.09.019] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Revised: 09/10/2018] [Accepted: 09/24/2018] [Indexed: 06/08/2023]
Abstract
Increasing numbers of people with dementia are living longer with a higher likelihood of requiring hospital care for physical conditions including falls, infections and stroke (Boaden, 2016). However, the literature is replete with descriptions of poor care and hospital care experiences that have fallen well below the expectations of people with dementia, their families and friends. Although poor care is unacceptable, it is unsurprising given that dementia education for health and social care professionals is often inadequate and inconsistent. This results in most healthcare staff being ill-equipped and lacking the confidence to work with people living with dementia. The first of Scotland's National Dementia Strategies committed to "improve the response to dementia in general hospital settings including alternatives to admission and better planning for discharge" (Scottish Government, 2010). The educational response was the commissioning of the Dementia Champions programme. Since 2011, the programme has developed over 800 health and social care professionals working in general hospital and related settings to be change agents in dementia care. This article will outline the theoretical underpinning of the programme and present pooled results from four cohorts (2014-2017) (n = 524). A repeated measure design (pre and post programme) was used to measure attitudes towards people with dementia; self-efficacy and knowledge of dementia. The findings suggest that the education had a statistically significant positive effect on all intended outcomes, indicating the potential for practice change. We discuss these findings in relation to the literature, and respond to the calls for high quality evaluation to measure the effectiveness of dementia education, the challenges and potential directions for measuring educational effectiveness and capturing transfer of learning.
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Affiliation(s)
- A Jack-Waugh
- Alzheimer Scotland Centre for Policy and Practice, School of Health & Life Sciences, University of the West of Scotland, Lanarkshire Campus, Hamilton International Technology Park, South Lanarkshire, G72 OLH, Scotland, UK.
| | - L Ritchie
- Alzheimer Scotland Centre for Policy and Practice, School of Health & Life Sciences, University of the West of Scotland, Lanarkshire Campus, Hamilton International Technology Park, South Lanarkshire, G72 OLH, Scotland, UK.
| | - R MacRae
- Alzheimer Scotland Centre for Policy and Practice, School of Health & Life Sciences, University of the West of Scotland, Lanarkshire Campus, Hamilton International Technology Park, South Lanarkshire, G72 OLH, Scotland, UK.
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The training of therapeutic radiographers in dementia care: a literature review. JOURNAL OF RADIOTHERAPY IN PRACTICE 2018. [DOI: 10.1017/s1460396918000122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractBackgroundIn the United Kingdom, 7·1% of people aged over 65 live with dementia. The National Dementia Strategy emphasises the need for a skilled workforce competent in dementia care. In all, 50% of cancer patients are in the 70 plus age group, suggesting that education of therapeutic radiographers in the care of the patient with dementia is key. The aim of the study was to review the literature regarding training of therapeutic radiographers on dementia and use the findings to make recommendations for training in the future in order to provide the best care.Materials and methodsA literature search of electronic databases holding peer-reviewed journals was conducted. Search terms were generated using the Population Intervention Comparison Outcome (PICO) method and retrieved articles were evaluated using the Critical Appraisal Skills Programme (CASP) tool. Additional evidence was accessed through snowballing and from grey literature.ResultsThe search failed to find any studies on dementia care education within a radiotherapy setting and only a limited number were found in the acute care setting. There appeared to be a large variation in the education provision for healthcare professionals on the subject of dementia care, both at the pre-registration and post-registration stages.FindingsThere is no evidence of a standardised education programme for healthcare professionals in dementia care. In the future, therapeutic radiographers are likely to see more patients with dementia but currently some may not have had the education and training to provide effective holistic care.
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Longley V, Peters S, Swarbrick C, Bowen A. What influences decisions about ongoing stroke rehabilitation for patients with pre-existing dementia or cognitive impairment: a qualitative study? Clin Rehabil 2018; 32:1133-1144. [PMID: 29589474 PMCID: PMC6068967 DOI: 10.1177/0269215518766406] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To identify factors influencing clinicians decision-making about ongoing stroke rehabilitation for people with pre-existing dementia/cognitive impairment and the impact on clinical practice. DESIGN Qualitative semi-structured interviews with stroke specialist healthcare professionals analysed using thematic analysis. SETTING Acute stroke unit, inpatient stroke rehabilitation units, and community stroke services. PARTICIPANTS Twenty three professionals from six multidisciplinary stroke teams involved in decision-making about stroke patients' rehabilitation potential and clinical pathways. RESULTS Factors influencing decision-making about ongoing rehabilitation were (1) gaining understanding of the individual patient, (2) clinician's knowledge of dementia/cognitive impairment, (3) predicting rehabilitation potential, (4) organizational constraints, and (5) clinician's perceptions of their role within the team. Decision-making led to two outcomes, either accommodating the pre-existing dementia/cognitive impairment within delivery of rehabilitation or ending rehabilitation for that patient to allocate limited resources where they were perceived more likely to be effective. Participants felt that patients with pre-existing dementia/cognitive impairment had difficulty demonstrating the required rehabilitation potential within the short timescales available in the current model of service delivery. Participants identified a need for training to improve their knowledge and confidence for decision-making and delivery of rehabilitation for this growing population. CONCLUSION Clinicians' decision-making about ongoing rehabilitation for patients with prestroke dementia/cognitive impairments is influenced by gaps in their knowledge and by service constraints. Increased training and more flexible, patient-centred services would enable clinicians to better accommodate these patients in rehabilitation.
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Affiliation(s)
- Verity Longley
- 1 Manchester Academic Health Science Centre (MAHSC), The University of Manchester, Manchester, UK.,2 Division of Neuroscience and Experimental Psychology, The University of Manchester, Manchester, UK
| | - Sarah Peters
- 3 Division of Psychology and Mental Health, The University of Manchester, Manchester, UK
| | - Caroline Swarbrick
- 4 Division of Nursing, Midwifery and Social Work, The University of Manchester, Manchester, UK
| | - Audrey Bowen
- 1 Manchester Academic Health Science Centre (MAHSC), The University of Manchester, Manchester, UK.,2 Division of Neuroscience and Experimental Psychology, The University of Manchester, Manchester, UK.,5 Centre for Vascular and Stroke Research, The University of Manchester, Manchester, UK
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Caspar S, Davis ED, Douziech A, Scott DR. Nonpharmacological Management of Behavioral and Psychological Symptoms of Dementia: What Works, in What Circumstances, and Why? Innov Aging 2018; 2:igy001. [PMID: 30480128 PMCID: PMC6176983 DOI: 10.1093/geroni/igy001] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023] Open
Abstract
Objective Behavioral and psychological symptoms of dementia (BPSD) refer to the often distressing, noncognitive symptoms of dementia. BPSD appear in up to 90% of persons with dementia and can cause serious complications. Reducing the use of antipsychotic medications to treat BPSD is an international priority. This review addresses the following questions: What nonpharmacological interventions work to manage BPSD? And, in what circumstances do they work and why? Method A realist review was conducted to identify and explain the interactions among context, mechanism, and outcome. We searched electronic databases for empirical studies that reported a formal evaluation of nonpharmacological interventions to decrease BPSD. Results Seventy-four articles met the inclusion criteria. Three mechanisms emerged as necessary for sustained effective outcomes: the caring environment, care skill development and maintenance, and individualization of care. We offer hypotheses about how different contexts account for the success, failure, or partial success of these mechanisms within the interventions. Discussion Nonpharmacological interventions for BPSD should include consideration of both the physical and the social environment, ongoing education/training and support for care providers, and individualized approaches that promote self-determination and continued opportunities for meaning and purpose for persons with dementia.
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Affiliation(s)
- Sienna Caspar
- Faculty of Health Sciences-Therapeutic Recreation, University of Lethbridge, Alberta, Canada
| | - Erin D Davis
- Faculty of Health Sciences-Therapeutic Recreation, University of Lethbridge, Alberta, Canada
| | - Aimee Douziech
- Faculty of Health Sciences-Therapeutic Recreation, University of Lethbridge, Alberta, Canada
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Adewuyi M, Kimble LP, Dormire SL, Sudia T. Dementia Care Content in Prelicensure Nursing Curricula: A Pilot Mixed-Methods Study. J Nurs Educ 2018; 57:88-95. [PMID: 29384569 DOI: 10.3928/01484834-20180123-05] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2017] [Accepted: 08/23/2017] [Indexed: 11/20/2022]
Abstract
BACKGROUND Having a nursing workforce equipped to provide quality care for patients living with dementia is essential. The purpose of this study was to investigate how undergraduate nursing programs integration of dementia care content into their curricula. METHOD Using sequential explanatory mixed methods, a stratified sample of 137 representatives of programs in 11 states with dense elderly populations completed a quantitative survey. A subsample (n = 8) completed qualitative e-mail interviews. RESULTS Most respondents indicated dementia care content was integrated into their curricula (n = 103, 92.8%). Clinical partnership with dementia care centers was associated with a greater proportion of students interacting with individuals having dementia (p = .02). Curriculum overload was the most significant challenge to integrating dementia content (n = 61, 43.9%). Qualitative themes supported the quantitative results. CONCLUSION Future research is needed to identify best practices to ensure that nursing curricula provide essential content to meet the care needs of the growing population of individuals with dementia. [J Nurs Educ. 2018;57(2):88-95.].
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Neurocognitive Engagement Therapy. TOPICS IN GERIATRIC REHABILITATION 2018. [DOI: 10.1097/tgr.0000000000000172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Hvalič-Touzery S, Skela-Savič B, Macrae R, Jack-Waugh A, Tolson D, Hellström A, de Abreu W, Pesjak K. The provision of accredited higher education on dementia in six European countries: An exploratory study. NURSE EDUCATION TODAY 2018; 60:161-169. [PMID: 29132018 DOI: 10.1016/j.nedt.2017.10.010] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2017] [Revised: 09/22/2017] [Accepted: 10/19/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND The World Health Organization has identified developing the knowledge and skills of healthcare professionals who are involved in dementia care as a priority. Most healthcare professionals lack the necessary knowledge, skills and understanding to provide high quality dementia care. While dementia education amongst most UK university health and social care programmes is inconsistent, we know little about the provision of dementia education in European universities. OBJECTIVES To examine the provision of accredited higher education on dementia in European countries, to illustrate that it is highly variable despite universities being the major provider of education for healthcare professionals internationally. DESIGN An exploratory research design was used. SETTINGS The providers of higher education undergraduate and postgraduate programmes in the Czech Republic, Portugal, Scotland, Slovenia, Spain, Sweden. PARTICIPANTS Higher Education Institutions who provide undergraduate and postgraduate education in the fields of nursing, medicine, psychology, social work, physiotherapy, occupational therapy, and gerontology in six European countries. METHODS The data was collected using a structured questionnaire. Researchers in each country conducted an internet-based search using the websites of Higher Education Institutions to identify existing accredited dementia education. RESULTS These searches revealed a lack of dementia education in undergraduate health and social care study programmes. Three of the six countries offered postgraduate study programmes on dementia. There was a significant variation amongst the countries in relation to the provision of dementia education at undergraduate, postgraduate and doctoral levels. CONCLUSIONS Dementia is a global challenge and educating and upskilling the workforce is a policy imperative. To deliver the best dementia care, investment in interprofessional evidence-based education is required if we are to respond effectively and compassionately to the needs of people living with dementia and their families. Higher Education Institutions have an important role to play in equipping health and social care professionals with the knowledge, skills and understanding to respond to this imperative.
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Affiliation(s)
- Simona Hvalič-Touzery
- Faculty of Social Sciences, University of Ljubljana, Kardeljeva ploščad 5, 1000 Ljubljana, Slovenia.
| | - Brigita Skela-Savič
- Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
| | - Rhoda Macrae
- Alzheimer Scotland Centre for Policy and Practice, School of Health Nursing and Midwifery, University of West of Scotland, Paisley, United Kingdom.
| | - Anna Jack-Waugh
- Alzheimer Scotland Centre for Policy and Practice, University of West of Scotland, Dumfries Campus, Dumfries DG1,2ZN, United Kingdom.
| | - Debbie Tolson
- Alzheimer Scotland Centre for Policy and Practice, University of the West of Scotland, Paisley, United Kingdom.
| | - Amanda Hellström
- Faculty of Health and Life Sciences, Linnaeus University, Stagneliusgatan 14b, 392 34 Kalmar, Sweden.
| | - Wilson de Abreu
- Porto School of Nursing, Rua Dr. António Bernardino de Almeida, 4200-072 Porto, Portugal.
| | - Katja Pesjak
- Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
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Brown M, Waugh A, Sharp B, Duffy RF, MacRae R. What are dementia champions and why do we need them? DEMENTIA 2017; 17:397-400. [PMID: 29172697 DOI: 10.1177/1471301217743413] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Margaret Brown
- Alzheimer Scotland Centre for Policy and Practice, University of the West of Scotland, UK
| | - Anna Waugh
- Alzheimer Scotland Centre for Policy and Practice, University of the West of Scotland, UK
| | | | - Raymond Fj Duffy
- School of Health Nursing & Midwifery, University of the West of Scotland, UK
| | - Rhoda MacRae
- Alzheimer Scotland Centre for Policy and Practice, University of the West of Scotland, UK
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Turner A, Eccles FJR, Elvish R, Simpson J, Keady J. The experience of caring for patients with dementia within a general hospital setting: a meta-synthesis of the qualitative literature. Aging Ment Health 2017; 21:66-76. [PMID: 26553275 DOI: 10.1080/13607863.2015.1109057] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
OBJECTIVES The optimal care of people with dementia in general hospitals has become a policy and practice imperative over recent years. However, despite this emphasis, the everyday experience of staff caring for this patient group is poorly understood. This review aimed to synthesise the findings from recent qualitative studies in this topic published prior to January 2014 to develop knowledge and provide a framework to help inform future training needs. METHOD A systematic search of the literature was conducted across five academic databases and inclusion/exclusion criteria applied to the retrieved papers. A meta-ethnographic approach was utilised to synthesise the resulting 14 qualitative papers. RESULTS Five key themes were constructed from the findings: overcoming uncertainty in care; constraints of the environmental and wider organisational context; inequality of care; recognising the benefits of person-centred care; and identifying the need for training. These themes explore the opportunities and challenges associated with caring for this group of patients, as well as suggestions to improve staff experiences and patient care. CONCLUSION The synthesis highlighted a lack of knowledge and understanding of dementia within general hospital staff, particularly with regard to communication with patients and managing behaviours that are considered challenging. This limited understanding, coupled with organisational constraints on a busy hospital ward, contributed to low staff confidence, negative attitudes towards patients with dementia and an inability to provide person-centred care. The benefits of dementia training for both ward staff and hospital management and peer discussion/support for ward staff are discussed.
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Affiliation(s)
- Alex Turner
- a Division of Health Research , Lancaster University , Lancaster , UK
| | - Fiona J R Eccles
- a Division of Health Research , Lancaster University , Lancaster , UK
| | - Ruth Elvish
- b School of Nursing, Midwifery and Social Work, University of Manchester , Manchester , UK
| | - Jane Simpson
- a Division of Health Research , Lancaster University , Lancaster , UK
| | - John Keady
- b School of Nursing, Midwifery and Social Work, University of Manchester , Manchester , UK
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Achieving Prudent Dementia Care ( Palliare): An International Policy and Practice Imperative. Int J Integr Care 2016; 16:18. [PMID: 28316557 PMCID: PMC5354215 DOI: 10.5334/ijic.2497] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
This paper examines the provision of integrated advanced dementia care within seven European countries and critically reviews the potential contribution of the Prudent Healthcare perspective as a starting point for reform. Progressive efforts to innovate, promote quality and integrate care are tempered with the reality of resource constraints. Some policy makers in Europe and North America have turned their attention to the principles of Prudent Healthcare as a potential mechanism to maximise benefits for patients within available resources. As dementia progresses, living well requires increasing levels of support and care, people living with advanced dementia have complex health and social care needs, are highly dependent on others but are not yet at the terminal end stage of the condition. People with advanced dementia can benefit from a dementia specific palliative approach to care (Palliare), that helps them to live the best life possible for the months and often years they live with advanced dementia. It is also highly desirable to align policy innovations with integrated palliative care practice models and the education of the dementia workforce to accelerate informed improvements in advanced dementia care. There may be some coherence, at least superficially between Prudent Healthcare and integrated palliative care models such as Palliare. It is argued that for successful implementation, both require practitioners to be equipped with knowledge and skills and be empowered to deliver high quality care often within impoverished care environments. Adoption of the prudent perspective will however require development of a repertoire of approaches to hear the voice or proxy voice of people living with advanced dementia and to commit to the development and implementation of new evidence for advanced dementia practice. Evidence informing this policy debate draws upon contemporary literature and policy and the findings from research activities undertaken by the Palliare project supported through the Erasmus+ K2 Strategic Partnerships funding programme.
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Machiels M, Metzelthin SF, Hamers JPH, Zwakhalen SMG. Interventions to improve communication between people with dementia and nursing staff during daily nursing care: A systematic review. Int J Nurs Stud 2016; 66:37-46. [PMID: 27951433 DOI: 10.1016/j.ijnurstu.2016.11.017] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2016] [Revised: 11/23/2016] [Accepted: 11/27/2016] [Indexed: 10/20/2022]
Abstract
BACKGROUND To provide adequate nursing care it is important for nursing staff to communicate effectively with people with dementia. Due to their limited communication skills, people with dementia have difficulties in understanding communication and expressing themselves verbally. Nursing staff members often report communication difficulties with people with dementia, which emphasises the urgent need for interventions to improve their communication with people in this specific target group. OBJECTIVES To provide an up-to-date overview of communication interventions that are applicable during daily nursing care activities, irrespective of care setting, and to describe the effects on communication outcomes in people with dementia and nursing staff. DESIGN Systematic literature review DATA SOURCES: The Cochrane Library, CINAHL, PsycINFO, and Pubmed databases were searched for all articles published until the 23rd of February 2016. REVIEW METHODS Papers were included, if: (1) interventions focused on communication between nursing staff and people with dementia and were applicable during daily nursing care; (2) studies were (randomised) controlled trials; (3) papers were written in English, Dutch, or German. Data were extracted on content and communication outcomes of interventions, and on methodological quality of the studies. The data extraction form and methodological quality checklist were based on the Method Guidelines for Systematic Reviews for the Cochrane Back Review Group. RESULTS Six studies on communication interventions were included. All of the studies incorporated a communication skills training for nursing staff with a broad range in frequency, duration and content. In addition, there was wide variation in the communication outcome measures used. Four studies measured non-verbal communication, all found positive effects on at least some of the communication outcomes. Four studies measured verbal communication, of which three found positive effects on at least one of the measured outcomes. Methodological quality assessment demonstrated a high risk of bias in five of the six studies. CONCLUSIONS Few studies have been identified with wide variation in interventions and outcome measures. In addition, the methodological shortcomings make it difficult, to draw conclusions about the effectiveness. More research is needed to develop and evaluate communication interventions. Additionally, it is useful to reach consensus on defining and measuring communication.
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Affiliation(s)
- Mariska Machiels
- Department of Health Services Research, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands.
| | - Silke F Metzelthin
- Department of Health Services Research, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands
| | - Jan P H Hamers
- Department of Health Services Research, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands
| | - Sandra M G Zwakhalen
- Department of Health Services Research, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands
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Wood JH, Alushi L, Hammond JA. Communication And Respect for people with Dementia: Student learning – A novel practical experience of undergraduate students interacting with people with dementia in care homes (innovative practice). DEMENTIA 2016; 16:243-248. [DOI: 10.1177/1471301216634531] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We designed an educational programme for multiple disciplines to improve healthcare students’ preparedness to work with people with dementia. It consisted of class-based sessions followed by a volunteer experience interacting with persons with dementia in care homes. This paper discusses the value and impact of this innovative experience.
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Affiliation(s)
| | | | - John A Hammond
- Kingston and St George’s University of London, London, UK
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Communication and respect for people with dementia: student learning (CARDS) - the development and evaluation of a pilot of an education intervention for pre-qualifying healthcare students. Int Psychogeriatr 2016; 28:647-56. [PMID: 26572967 DOI: 10.1017/s104161021500188x] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Dementia is an international health priority and healthcare students need to be prepared to work with people living with dementia. There is a paucity of the literature describing appropriate educational interventions for pre-qualifying healthcare students and even fewer that are evaluated. METHODS Based on available evidence, an education program was developed aiming to increase students' knowledge and confidence in working with people with dementia (PWD). An introductory program (IP) of classroom sessions and workshops was followed by a volunteer care home experience (CHE) (4 × 3 h). Piloted with physiotherapy (IP n = 55; CHE n = 6) and nursing students (IP n = 20; CHE n = 7), using a survey design, knowledge, and perceived confidence for working with PWD were measured at four time points; baseline, after the IP, after the CHE, and six months later. The data were analyzed using paired t-tests or non-parametric equivalents. RESULTS Knowledge scores increased after the IP (Time 1-2, p < 0.001, n = 48) and increases were retained after six months (Time 1-4, p < 0.001, n = 40). Perceived confidence increased at six months follow up (Time 1-4, p < 0.001, n = 40) with peaks after the IP (Time 1-2, p < 0.001, n = 47) and CHE (Time 2-3, p = 0.004, n = 13). Physiotherapy and nursing students did not differ on knowledge, but nursing students were more confident at baseline and after the IP. Prior experience equated with greater confidence but no more knowledge. CONCLUSIONS Findings indicate that students' knowledge and confidence to work with PWD improves after this educational intervention, with confidence improving more when supplemented by experience.
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Macaden L. Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland. Int J Nurs Educ Scholarsh 2016; 13:/j/ijnes.2016.13.issue-1/ijnes-2015-0019/ijnes-2015-0019.xml. [DOI: 10.1515/ijnes-2015-0019] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2015] [Accepted: 05/04/2016] [Indexed: 11/15/2022]
Abstract
AbstractThere is a global demographic transition secondary to population ageing. The number of older people living with multimorbidities including dementia has been significantly rising both in developed and developing countries. It is estimated that there would be 74.7 million people living with dementia by 2030 that would escalate to 135.46 million by 2050. 62 % of people with dementia currently live in low and middle income countries that are very poorly resourced to cope with this epidemic. Dementia is now duly recognised as a national priority within the UK and a global priority at the 2013 G8 Summit. Management and care of an individual with dementia requires a multidisciplinary approach with expertise and a competent skill base. Nurses are central to the delivery of dementia care delivery in hospitals, community and residential care settings. It is against this background that this pre-registration integrated dementia curriculum was developed to build capacity and capability with dementia expertise among the future nursing workforce in Scotland in line with the National Dementia Strategy.
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Affiliation(s)
- Leah Macaden
- 1School of Health Sciences, University of Stirling, Centre for Health Science Old Perth Road, Inverness IV2 3JH, United Kingdom of Great Britain and Northern Ireland
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Shin JH, Seo HJ, Kim KH, Kim KH, Lee Y. Knowledge about dementia in South Korean nursing students: a cross-sectional survey. BMC Nurs 2015; 14:67. [PMID: 26635508 PMCID: PMC4668625 DOI: 10.1186/s12912-015-0116-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2015] [Accepted: 11/25/2015] [Indexed: 11/10/2022] Open
Abstract
Background The number of individuals with dementia is increasing substantially due to South Korea’s rapidly aging society. Undergraduate nursing students need to have adequate knowledge about dementia to deliver appropriate nursing services. The purpose of this study was to assess the knowledge about dementia among undergraduate nursing students. Methods A total of 148 students ranging from freshmen to seniors at a nursing university participated in this study. Data were collected through self-reports using 12-item questionnaires with true/false responses. Knowledge levels about the general characteristics including demographic categories and dementia- related education and training were determined. Factors affecting the score of dementia knowledge were also investigated. Results The average score and standard deviation for knowledge about dementia were 10.26 and 1.24 out of 12 points. They had relatively low knowledge about the “prevention and treatment” and “causes” of dementia, with overall correct rate of 78.6 % and 85.4 %, respectively. Higher level of knowledge about dementia was associated with increase in grade level (p < 0.001), experience in education on dementia (p = 0.01), previous experience in caring for people with dementia during clinical practice (p < 0.001), and acquiring information on dementia (p = 0.02). Factors that influenced knowledge about dementia included grade level and experience in caring for dementia patients during clinical practice. Conclusions This study showed that the level of knowledge about dementia among nursing students was reasonably good. Integrating dementia education and clinical experience into the curricula of undergraduates could improve knowledge about the causes, prevention, and treatment methods for dementia.
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Affiliation(s)
- Jung Ha Shin
- Graduate School of Chosun University, Gwangju, South Korea
| | - Hyun-Ju Seo
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmum-daero, Dong-gu, Gwangju 61452 South Korea
| | - Kye Ha Kim
- Department of Nursing, College of Medicine, Chosun University, 309 Pilmum-daero, Dong-gu, Gwangju 61452 South Korea
| | - Kyoung-Hoon Kim
- Department of International Cooperation, Health Insurance Review & Assessment Service, Seoul, South Korea
| | - Youngjin Lee
- College of Nursing, Korea University, Seoul, South Korea
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Poreddi V, Carpenter BD, Gandhi S, Chandra R, GandhiSuresh BadaMath S. Knowledge and attitudes of undergraduate nursing students toward dementia: An Indian perspective. INVESTIGACION Y EDUCACION EN ENFERMERIA 2015; 33:519-528. [PMID: 28569960 DOI: 10.17533/udea.iee.v33n3a16] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2015] [Accepted: 01/21/2015] [Indexed: 06/07/2023]
Abstract
OBJECTIVE This work evaluated nursing students' knowledge and attitudes toward individuals with Alzheimer's disease and dementia. METHODOLOGY This was a transversal, descriptive study carried out with a randomly selected group of nursing students (N = 122) from Bangalore, India, in 2013. The study used the Alzheimer's Disease Knowledge scale (30 questions with true-false options) and the Attitude toward Alzheimer's Disease and Related Dementias scale (20 questions scored with seven Likert-type options; the higher the score, the better the attitude). RESULTS The findings revealed that 56% of the questions were answered correctly and the average attitude score was 95 ± 1.5. A negative correlation was observed between age and knowledge of dementia (r = -0.323; p < 0.001). CONCLUSION The participants have inadequate knowledge of dementia. However, they have positive attitudes towards patients with dementia, giving way to improving their knowledge related to this disease. Thereby, there is urgent need to enhance the undergraduate study plan with respect to the content of this theme and strengthen the attitudes of comprehensive care to individuals with dementia.
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Affiliation(s)
| | | | - Sailaxmi Gandhi
- Department of Nursing, National Institute of Mental Health & Neurosciences, India
| | - Rama Chandra
- Department of Nursing, National Institute of Mental health and Neurosciences, India
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Alushi L, Hammond JA, Wood JH. Evaluation of dementia education programs for pre-registration healthcare students-A review of the literature. NURSE EDUCATION TODAY 2015; 35:992-8. [PMID: 25981137 DOI: 10.1016/j.nedt.2015.04.006] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2014] [Revised: 03/24/2015] [Accepted: 04/13/2015] [Indexed: 05/20/2023]
Abstract
OBJECTIVES In an aging society, the number of people living with dementia is rapidly increasing. Health care students receive little input on dementia during their pre-registration education, hence there is a requirement to improve education to work with this client group. The review aimed to focus on education on working with people with dementia for pre-registration healthcare students. DESIGN A comprehensive review of the literature. DATA SOURCES Online databases Medline, PsychInfo, CINAHL, Science Direct and PubMed were used. REVIEW METHODS The studies were selected according to the following criteria: main focus on education and training on working with people with dementia in pre-registration healthcare programs. Reports that described a training program but did not include evaluation were excluded. For inclusion, studies had to be published in English between January 2007 and March 2014. Identified papers were screened and reviewed by the three authors. RESULTS Nine studies met the inclusion criteria. Most studies were based in North America, predominantly in nursing and medical education. Educational interventions chiefly aimed to improve students' knowledge, comfort level and attitudes toward people with dementia. It was shown that theoretical input alone did not give students the necessary skills to work with people with dementia. Educational interventions were most effective when a practice based experience was preceded by theoretical preparation. CONCLUSION Most of the findings were positive, demonstrating the potential to improve students' knowledge, attitude and comfort level, however methods and evaluation were not always sufficiently reported, making them difficult to use or replicate. This review highlights the need for studies with rigorous methods to determine evidence based best practice for all those working with people with dementia in order to provide effective care and improve their quality of life.
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Affiliation(s)
- Ledia Alushi
- Faculty of Health, Social Care and Education, Kingston University & St George's University of London, St George's Healthcare NHS Trust, United Kingdom
| | - John A Hammond
- School of Rehabilitation Sciences, Faculty of Health, Social Care and Education, Kingston University & St George's University of London, United Kingdom
| | - Julia H Wood
- Faculty of Health, Social Care and Education, Kingston University & St George's University of London, United Kingdom.
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Collier E, Knifton C, Surr C. Dementia education in Higher Education Institutions. NURSE EDUCATION TODAY 2015; 35:731-732. [PMID: 25735909 DOI: 10.1016/j.nedt.2015.02.013] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2014] [Revised: 02/09/2015] [Accepted: 02/13/2015] [Indexed: 06/04/2023]
Abstract
This article is a contemporary issues piece which discusses the challenges in providing dementia education in Higher Education Institutions.
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Affiliation(s)
| | - Chris Knifton
- De Montfort University, Edith Murphy Building 7.08, The Gateway, Leicester LE1 9BH, UK.
| | - Claire Surr
- Faculty of Health and Social Sciences, City Campus, Leeds Beckett University, Leeds, LS1 3HE, UK.
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Eccleston CEA, Lea EJ, McInerney F, Crisp E, Marlow A, Robinson AL. An investigation of nursing students' knowledge of dementia: A questionnaire study. NURSE EDUCATION TODAY 2015; 35:800-805. [PMID: 25784500 DOI: 10.1016/j.nedt.2015.02.019] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2014] [Revised: 02/18/2015] [Accepted: 02/25/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Globally, rising rates of dementia indicate the need for more nurses skilled in caring for people with this condition. However nursing students may not acquire the requisite knowledge from existing undergraduate curricula. OBJECTIVES To investigate the dementia knowledge of second-year nursing students before and after a supported placement in a residential aged care facility. Assessment of the level of knowledge of dementia is important to provide evidence of the need to enhance dementia learning in the nursing curriculum. DESIGN A pre-post control-intervention questionnaire study. SETTINGS 16 Tasmanian residential aged care facilities (RACFs). PARTICIPANTS 99 Tasmanian second-year nursing undergraduate students (52 intervention, 47 control). METHODS Second year nursing students were engaged in a three week RACF clinical placement at one of the 14 control facilities or one of the 2 involved in the development of teaching aged care facilities. Pre/post data were collected using the 21-item 'Dementia Knowledge Assessment Tool 2.0' and demographic survey questions, and analysed using descriptive analyses and nonparametric significance tests. RESULTS The data showed that these nursing students had a poor knowledge of dementia, with limited understanding of key items relevant to their clinical practice. Knowledge of dementia was significantly improved after students' participation in supported clinical placements at an intervention residential aged care facility. This knowledge improvement was significantly higher than that of students who attended clinical placements at control facilities. CONCLUSIONS A well-supported clinical placement at a residential aged care facility can improve nursing students' knowledge of dementia, in particular in relation to aspects directly relevant to their clinical practice.
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Affiliation(s)
- Claire E A Eccleston
- Wicking Dementia Research and Education Centre, Faculty of Health, University of Tasmania, Private Bag 143, Hobart, TAS 7001, Australia.
| | - Emma J Lea
- School of Health Sciences & Wicking Dementia Research and Education Centre, Faculty of Health, University of Tasmania, Private Bag 143, Hobart, TAS 7001, Australia.
| | - Fran McInerney
- Australian Catholic University/Mercy Health, Locked Bag 4115, Fitzroy MDC, Victoria 3065, Australia.
| | - Elaine Crisp
- School of Health Sciences, University of Tasmania, Locked Bag 1322, Launceston, TAS 7250, Australia.
| | - Annette Marlow
- University of Tasmania, Private Bag 1322, Launceston, TAS 7250, Australia.
| | - Andrew L Robinson
- Wicking Dementia Research and Education Centre, Faculty of Health, University of Tasmania, Private Bag 143, Hobart, TAS 7001, Australia.
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POROCK DAVINA, CLISSETT PHILIP, HARWOOD ROWANH, GLADMAN JOHNR. Disruption, control and coping: responses of and to the person with dementia in hospital. AGEING & SOCIETY 2015; 35:37-63. [PMID: 25878366 PMCID: PMC4301214 DOI: 10.1017/s0144686x13000561] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/11/2013] [Indexed: 11/07/2022]
Abstract
This qualitative study aimed to gain insight into the experience of hospitalisation from the perspectives of the older person with dementia, their family care-giver and other patients sharing the ward (co-patients). Non-participant observation of care on 11 acute hospital wards was supplemented by 39 semi-structured interviews with 35 family care-givers and four co-patients following discharge. Constant comparative analysis produced the core problem facing all those involved: disruption from normal routine meaning that the experience of hospitalisation was disrupted by the presence and behaviour of the person with dementia. Disruption adversely affected the person with dementia, triggering constructive, disengaged, distressed and neutral behaviours. Using Kitwood's model of person-centred care, these behaviours were interpreted as attempts by the person with dementia at gaining a sense of control over the unfamiliar environment and experience. Family care-givers' lives and experiences both inside and outside the hospital were disrupted by the hospitalisation. They too attempted to gain a sense of control over the experience and to give a sense of control to the patient, co-patients and staff. Co-patients experienced disruption from sharing space with the person with dementia and were left feeling vulnerable and sometimes afraid. They too attempted to gain a sense of control over their situation and give some control by helping the person with dementia, the family care-giver and the staff.
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Affiliation(s)
- DAVINA POROCK
- Institute for Person-Centered Care, State University of New York at Buffalo, USA
- School of Nursing, Midwifery and Physiotherapy, University of Nottingham, UK
| | - PHILIP CLISSETT
- School of Nursing, Midwifery and Physiotherapy, University of Nottingham, UK
| | - ROWAN H. HARWOOD
- Health Care for Older People, Nottingham University Hospitals NHS Trust, UK
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Watts TE, Davies R. Tensions and ambiguities: A qualitative study of final year adult field nursing students' experiences of caring for people affected by advanced dementia in Wales, UK. NURSE EDUCATION TODAY 2014; 34:1149-1154. [PMID: 24856801 DOI: 10.1016/j.nedt.2014.04.012] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2013] [Revised: 03/26/2014] [Accepted: 04/17/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Rising dementia prevalence means that general nurses globally will encounter more people affected by advanced dementia. Advanced dementia care is profoundly complex yet there is a paucity of research exploring how general nursing students experience and thus learn to care for those affected. OBJECTIVES To explore final year nursing students' (adult field) experiences of caring for people affected by advanced dementia. DESIGN A qualitative design was adopted. SETTING The setting was Wales, UK. PARTICIPANTS Eleven final year nursing undergraduates (adult field). METHOD Data were collected using digitally recorded one-to-one in-depth interviews in 2013 and analysed using thematic analysis. RESULTS Participants' experiences fell within three main themes: they can be quite challenging; a lot of dementia patients are seen as hazards and it's not all about doing stuff. Participants aspired to person-centred care. However, they felt insufficiently prepared for what they believed was knowledgeable work requiring interpersonal competence and confidence. Participants appreciated that many practitioners, their clinical educators, were insufficiently prepared for advanced dementia care. CONCLUSIONS The study provided further evidence of the complexity of caring for those with advanced dementia and associated theory, practice and policy gaps. There are important implications for education in terms of curriculum development and learning from and in practice.
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Affiliation(s)
- Tessa E Watts
- Department of Nursing, College of Human and Health Sciences Swansea University, SA2 8PP, United Kingdom.
| | - Ruth Davies
- Department of Nursing, College of Human and Health Sciences Swansea University, SA2 8PP, United Kingdom.
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Lea E, Marlow A, Bramble M, Andrews S, Crisp E, Eccleston C, Mason R, Robinson A. Learning Opportunities in a Residential Aged Care Facility: The Role of Supported Placements for First-Year Nursing Students. J Nurs Educ 2014; 53:410-4. [DOI: 10.3928/01484834-20140620-02] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2013] [Accepted: 03/12/2014] [Indexed: 11/20/2022]
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Page S, Hope K. Towards new ways of working in dementia: perceptions of specialist dementia care nurses about their own level of knowledge, competence and unmet educational needs. J Psychiatr Ment Health Nurs 2013; 20:549-56. [PMID: 23289921 DOI: 10.1111/jpm.12029] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/08/2012] [Indexed: 11/30/2022]
Abstract
It is expedient to consider new ways in which dementia care services may be configured to meet increasing demographic, societal and regulatory demands. Greater equity in the distribution of clinical responsibility across multidisciplinary teams has been suggested as one method that may offer a range of benefits to both the service user and the service itself. However, within the dementia workforce there are concerns about inconsistency and variability in both knowledge of dementia and competency in meeting the needs of those affected. Taking this into account it was felt important to explore perceived knowledge and competency of specialist dementia care nurses who would not only be expected to possess higher levels of knowledge and skill but are positioned as the obvious clinical group to engage with new ways of working. Consequently, this paper offers the results and subsequent discussion of a survey of senior nurses working in dementia care across the UK.
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Affiliation(s)
- S Page
- School of Nursing, Midwifery and Social Care, University of Manchester, Manchester, UK.
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Koh LC. Student attitudes and educational support in caring for older people – A review of literature. Nurse Educ Pract 2012; 12:16-20. [DOI: 10.1016/j.nepr.2011.04.007] [Citation(s) in RCA: 64] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2010] [Revised: 03/25/2011] [Accepted: 04/28/2011] [Indexed: 10/18/2022]
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Traynor V, Inoue K, Crookes P. Literature review: understanding nursing competence in dementia care. J Clin Nurs 2011; 20:1948-60. [PMID: 21401762 DOI: 10.1111/j.1365-2702.2010.03511.x] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES The aim of this study was to review dementia nursing competencies. The objectives were to explain the relevancy of dementia competencies across care settings and levels of practice. BACKGROUND Dementia is strongly associated with increasing age and as the world population ages there is an imperative to ensure the healthcare workforce is fully equipped to meet the needs of people with dementia and their carers. DESIGN A literature review study addressed the research aim and objectives. METHOD Literature sources were (i) academic databases, (ii) the internet and (iii) snowballing. Search terms were 'dementia', 'care standards', 'training and education' and 'competency'. RESULTS The sample consisted of 59 reviewed publications. A synthesis of the findings generated 10 dementia competencies: (i) Understanding Dementia; (ii) Recognising Dementia; (iii) Effective Communication; (iv) Assisting with Daily Living Activities; (v) Promoting a Positive Environment; (vi) Ethical and Person-Centred Care; (vii) Therapeutic Work (Interventions); (viii) Responding the needs of Family Carers; (ix) Preventative Work and Health Promotion and (x) Special Needs Groups. There were also five levels of practice: (i) Novice; (ii) Beginner; (iii) Competent; (iv) Proficient and (v) Expert and no care setting specific competencies were generated. CONCLUSION Government initiatives demonstrate commitments to dementia, such as Australia's adoption of dementia as a National Health Priority and the UK National Dementia Strategy. Registration boards for the nursing workforce in Japan and the UK included dementia competencies in generalist frameworks to emphasise the importance of dementia as a healthcare issue. This study demonstrated that there is no dementia competency framework relevant across care settings or levels of practice. RELEVANCE TO CLINICAL PRACTICE An empirical study will develop a multi-disciplinary dementia competency framework relevant across care settings and levels of practice to ensure the healthcare workforce can effectively deliver services to people with dementia and their carers.
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Affiliation(s)
- Victoria Traynor
- Rehabilitation, Continuing & Aged Care and NSW/ACT Dementia Training Study Centre, University of Wollongong, Wollongong, NSW, Australia.
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Clarke CL, Wilcockson J, Gibb CE, Keady J, Wilkinson H, Luce A. Reframing risk management in dementia care through collaborative learning. HEALTH & SOCIAL CARE IN THE COMMUNITY 2011; 19:23-32. [PMID: 21143541 DOI: 10.1111/j.1365-2524.2010.00944.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Risk management is a complex aspect of practice which can lead to an emphasis on maintaining physical safety, which impacts on the well-being of people with dementia. Education for practitioners in risk management is particularly challenging because of its conceptual nature and diverse perceptions of risk between and within professional groups. The practice development research reported here formed one part of a multisite study and contributed to developing a risk assessment and management framework for use by practitioners in partnership with people with dementia and their families. Practice development research uses learning theories in the process of the research, and in so doing its intent is to not only create new knowledge but to view the research process as also a process of learning for those involved. Twenty practitioners from varying professions participated in five Collaborative Learning Groups, each of at least 2 hours duration, which were held over a 7-month period. Data analysis highlighted contradictions in the care system and in the professional's intention to practice in a person-centred way. These were expressed through the themes of: Seeking Certainty; Making Judgements; Team Working; Managing Complexity; Gathering and Using Information.
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Affiliation(s)
- Charlotte L Clarke
- Community, Health & Education Studies Research Centre, Coach Lane Campus, Northumbria University, Newcastle-upon-Tyne, UK.
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Developing effective educational approaches for Liaison Old Age Psychiatry teams: a literature review of the learning needs of hospital staff in relation to managing the confused older patient. Int Psychogeriatr 2010; 22:874-85. [PMID: 20003634 DOI: 10.1017/s1041610209991475] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
BACKGROUND Deficiencies in the knowledge, skills and attitudes of all healthcare professionals working within the general hospital contribute towards the suboptimal care of older hospitalized patients with confusion. In the U.K., policy dictates that Liaison Old Age Psychiatry teams deliver effective education to general hospital clinical staff. The purpose of this paper is to review the literature concerning the learning needs of healthcare professionals in relation to managing confusion in the older patient in order to inform effective educational approaches for Liaison Old Age Psychiatry teams. METHODS A broad range of medical and educational databases were searched. Identified English language studies were selected for further analysis if they had a specific educational focus in the hospital setting and then further subdivided into intervention and naturalistic studies. The impact of intervention studies was evaluated by Kirkpatrick's system. Learning needs, as determined from the naturalistic studies, were mapped to identify themes. RESULTS 13 intervention studies were identified. Despite a high level of effectiveness for educational interventions, it was unclear what the active components were. A further 23 naturalistic studies were identified; their findings focused on knowledge gaps, diagnostic behaviors and experiences, attitudes and training issues. Few studies specifically researched learning needs or the educational role of liaison teams. Conspicuous by its absence was reference to relevant educational theories. CONCLUSIONS The findings of this review can be incorporated in the planning of local curricula by Liaison Teams in order to design educational strategies. There is a need for further research, especially studies exploring the learning needs of all healthcare professionals.
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Kada S, Nygaard HA, Mukesh BN, Geitung JT. Staff attitudes towards institutionalised dementia residents. J Clin Nurs 2009; 18:2383-92. [PMID: 19583668 DOI: 10.1111/j.1365-2702.2009.02791.x] [Citation(s) in RCA: 75] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
AIM To explore the attitudes of staff caring for institutionalised dementia residents and the variables associated with these attitudes. METHODS Fourteen nursing homes and one hospital-based geriatric ward in Bergen, Norway were surveyed, using the translation of an Approach to Dementia Questionnaire. The study population (n = 291) was a mixture of registered nurses, auxiliary nurses, nursing assistants and non-trained aides. DESIGN Survey. RESULTS Significant differences in hope and person-centred attitudes were identified in this study. Nursing assistants, compared with registered nurses (p = 0.02), had significantly lower hope attitudes. Staff over 50 years of age reported significantly lower hope attitudes (p = 0.01) than those under 40 years of age. Staff with 10 and fewer years of work experience reported significantly lower hope attitudes (p = 0.02) than those with more than 10 years of experience. Nurses with specialised training in geriatrics, psychiatry or dementia care had significantly higher hope attitudes, compared with nurses without any special training (p = 0.04). The person-centred attitude was lower among participants who were over 50 years old, compared with their counterparts under the age of 40 (p < or = 0.01). DISCUSSION Education, age, work experience, care unit size and specialised training are associated with differences in attitudes. We recommend that employers be proactive in encouraging and facilitating staff development by offering further training that aims to impart more positive attitudes. RELEVANCE TO CLINICAL PRACTICE Improvements in staff competency levels will be more important in the future, as a result of the forecasted increase in the percentage of the population who will suffer from dementia and reside in nursing homes.
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Affiliation(s)
- Sundaran Kada
- Faculty of Health and Social Science, Bergen University College, Bergen, Norway.
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Keady J, Clarke CL, Wilkinson H, Gibb CE, Williams L, Luce A, Cook A. Alcohol-related brain damage: Narrative storylines and risk constructions. HEALTH RISK & SOCIETY 2009. [DOI: 10.1080/13698570903015743] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Abstract
There is a gap between the knowledge obtained in dementia research and the practical use of it. This review examines the concept of knowledge translation (KT) and the process of translating research into practice in the field of dementia. KT in dementia practice involves key players including researchers, educators, clinicians, policy-makers, the general public and consumers who act within a multidimensional network, disseminating findings widely to effect changes in community awareness, clinical practice and health policy. Challenges include the volume of dementia research; difficulties in determining who is responsible for KT; the problems of premature KT; the lack of resources to perform KT; the paucity of research about effective KT strategies; and the characteristics of the dementia care workforce. Key features of effective KT include a simple compelling message; use of interpersonal contact and roles; a practical framework with an emphasis on "know-how"; and the provision of resources and support. More effective dementia KT will require a commitment by key players to engage in the process, a better understanding of effective KT strategies, adequate resources, and judicious selection of appropriate evidence-based information.
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The role of higher education in transforming the quality of dementia care: dementia studies at the University of Bradford. Int Psychogeriatr 2009; 21 Suppl 1:S3-S15. [PMID: 19317922 DOI: 10.1017/s1041610209008837] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
There is now widespread concern about the inadequate care and support provided to people with dementia from diagnosis to death. It is acknowledged that while there is a range of effective ways to care for and support people with dementia and their families from diagnosis to death, these have yet to become integral to practice. In England, for example, the National Dementia Strategy seeks to transform the quality of dementia care. One of the key components to transforming the quality of care is to ensure we have an informed and effective workforce. We argue here that in order to transform the quality of care we need to distinguish between the aims of training and education. Whilst there is a place for skills-based workplace training, Higher Education in dementia studies has a key role to play in the provision of specialist knowledge and skills in dementia care emphasizing as it does the development of critical thinking, reflection and action. In this paper we describe dementia studies at Bradford University available at both undergraduate and postgraduate levels. We outline their aims and learning outcomes, curricula, approach to teaching, learning and assessment. We describe the nature of students who study with us, noting their fit with the Higher Education Funding Council in England's agenda for widening participation in higher education. Higher Education in dementia studies has a unique role to play in equipping practitioners and professionals with the information, skills and attitudes to realize the potential for quality of life for people with dementia and their families.
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The effect of continuing professional education on health care outcomes: lessons for dementia care. Int Psychogeriatr 2009; 21 Suppl 1:S34-43. [PMID: 19288970 DOI: 10.1017/s1041610209008746] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
BACKGROUND This review presents an overview of the published literature on the effectiveness of continuing professional education (CPE), which includes continuing medical education (CME) of different health care professionals in healthcare settings, for improving patient management and patient outcomes. This review summarizes key articles published on the subject, including those relating to dementia care. METHODS A literature search was carried out using the National Library of Medicine's PubMed database, Cochrane database and Eric databases. RESULTS Studies on CPE generally provide conflicting evidence on their effectiveness in bringing about a change in professional practices and healthcare outcomes. However interactive, multifaceted interventions, and interventions with repeated inputs appear more effective in bringing about positive changes than traditional non-interactive techniques. There are relatively few studies specifically concerning CPE and dementia care. CONCLUSION This review shows that CPE in dementia care needs to be targeted carefully. Much can be learnt from examining education approaches in the wider professional and medical education literature.
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Davis K, Drey N, Gould D. What are scoping studies? A review of the nursing literature. Int J Nurs Stud 2009; 46:1386-400. [PMID: 19328488 DOI: 10.1016/j.ijnurstu.2009.02.010] [Citation(s) in RCA: 415] [Impact Index Per Article: 27.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2008] [Revised: 02/13/2009] [Accepted: 02/23/2009] [Indexed: 10/21/2022]
Abstract
BACKGROUND Scoping studies are increasingly undertaken as distinct activities. The interpretation, methodology and expectations of scoping are highly variable. This suggests that conceptually, scoping is a poorly defined ambiguous term. The distinction between scoping as an integral preliminary process in the development of a research proposal or a formative, methodologically rigorous activity in its own right has not been extensively examined. AIMS The aim of this review is to explore the nature and status of scoping studies within the nursing literature and develop a working definition to ensure consistency in the future use of scoping as a research related activity. DESIGN This paper follows an interpretative scoping review methodology. DATA SOURCES An explicit systematic search strategy included literary and web-based key word searches and advice from key researchers. Electronic sources included bibliographic and national research register databases and a general browser. RESULTS The scoping studies varied widely in terms of intent, procedural and methodological rigor. An atheoretical stance was common although explicit conceptual clarification and development of a topic was limited. Four different levels of inquiry ranging from preliminary descriptive surveys to more substantive conceptual approaches were conceptualised. These levels reflected differing dimensional distinctions in which some activities constitute research whereas in others the scoping activities appear to fall outside the remit of research. Reconnaissance emerges as a common synthesising construct to explain the purpose of scoping. CONCLUSIONS Scoping studies in relation to nursing are embryonic and continue to evolve. Its main strengths lie in its ability to extract the essence of a diverse body of evidence giving it meaning and significance that is both developmental and intellectually creative. As with other approaches to research and evidence synthesis a more standardized approach is required.
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Affiliation(s)
- Kathy Davis
- Consortium for Health Care Research, City University, Philpot Street, London E1 2 EA, United Kingdom.
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Hodson R, Keady J. Mild cognitive impairment: a review and nursing implications. ACTA ACUST UNITED AC 2008; 17:368-73. [DOI: 10.12968/bjon.2008.17.6.28902] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - John Keady
- University of Manchester School of Nursing, Midwifery and Social Work, Bolton, Salford and Trafford Mental Health NHS Trust, Manchester
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