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John A, Montgomery K, Kimzey M, McLarty J. Curricular initiatives for dementia education. GERONTOLOGY & GERIATRICS EDUCATION 2024:1-14. [PMID: 39105390 DOI: 10.1080/02701960.2024.2385669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/07/2024]
Abstract
Dementia education can be an effective pedagogical tool to improve student perceptions of dementia and dementia care. In this article, we describe four evidence-based educational initiatives implemented in an undergraduate and graduate level social work course. Students participated in an informational presentation on dementia, a dementia simulation, and a virtual discussion board. They also conducted an interview with a person living with dementia and their caregiver. Twenty-nine students completed a pre- and postsurvey on their (a) prior contact with individual(s) living with dementia, (b) dementia-related knowledge, attitudes, and self-efficacy, and (c) willingness to support individuals living with dementia, and 43 students participated in a focus group. Comparison of pre- and post-participation scores indicated improvements in knowledge, attitude, and self-efficacy. Content analyses of focus group responses and discussion posts generated themes that shed light on students' (a) knowledge gains at cognitive and affective levels, (b) attitudes toward future practice in dementia care, (c) perceived value of interprofessional practice, and (d) perceptions of dementia related learning activities. Despite limitations in implementation and evaluation, the curricular initiatives provide a template to train future health professionals in dementia care, a vital area of practice.
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Affiliation(s)
- Aesha John
- Department of Social Work, Texas Christian University, Fort Worth, Texas, USA
| | | | - Michelle Kimzey
- Department of Social Work, Texas Christian University, Fort Worth, Texas, USA
| | - Jim McLarty
- Department of Social Work, Texas Christian University, Fort Worth, Texas, USA
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Shaw CA, Knox K, Bair H, Watkinson E, Weeks D, Jackson L. Is elderspeak communication in simulated hospital dementia care congruent to communication in actual patient care? A mixed-methods pilot study. J Clin Nurs 2024; 33:3089-3100. [PMID: 38716873 DOI: 10.1111/jocn.17207] [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] [Received: 08/13/2023] [Revised: 12/08/2023] [Accepted: 04/27/2024] [Indexed: 07/09/2024]
Abstract
AIMS Simulation offers a feasible modality to prepare nurses for challenges communicating with patients with dementia. Elderspeak communication is speech that sounds like baby talk and can lead to rejection of care by patients with dementia. However, it is unknown if simulation can be used to capture elderspeak communication in dementia care. The purpose of this mixed-methods study was to determine if simulation accurately captures elderspeak communication by nursing staff in hospital dementia care. DESIGN A 3-part mixed-methods design in which (1) three dementia care simulations were designed and validated by a panel of experts, (2) communication by nursing staff completing each simulation was quantitatively compared to communication during actual patient care, and (3) views on the realism were explored using within- and across-case coding. METHODS Three simulations using different modalities (manikin, role-play, and standardised patient) were designed and validated with eight experts using the Lynn Method. Ten nursing staff were audio-recorded and their communication was coded for elderspeak communication. Results for each simulation were compared using Wilcoxon signed-rank test to recordings taken during actual dementia care encounters. Debriefings were coded for realism and results were converged. RESULTS The average time using elderspeak during naturalistic care was 29.9% (SD = 20.9%) which did not differ from the average amount of elderspeak used across the three simulations modalities which ranged from 29.1% to 30.4%. Qualitative results suggested a lack of realism with the manikin condition and the nursing staff indicated preference for the simulation with the standardised patient. CONCLUSIONS Communication elicited in the dementia care simulations was congruent to communication produced in actual dementia care but preference was for the standardised patient. IMPLICATIONS FOR PATIENT CARE Elderspeak communication can be accurately produced in the simulated environment which indicates that simulation is a valid method for person-centred communication training in nursing staff. IMPACT Simulation offers a feasible modality to prepare nurses for challenges communicating with patients with dementia. Elderspeak communication is speech that sounds like baby talk and can lead to rejection of care by patients with dementia. However, it is unknown if simulation can be used to capture elderspeak communication in dementia care. Elderspeak communication captured in the simulated environment was congruent to communication nursing staff use during actual patient care to hospitalised persons living with dementia. This study empirically identifies that communication is elicited in similar patterns by nursing staff in the simulated environment compared to the naturalistic care environment which demonstrates that simulation can be used as a valid tool for education and research on person-centred communication. REPORTING METHODS STROBE. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Clarissa A Shaw
- University of Iowa, College of Nursing, Iowa city, Iowa, USA
| | - Katie Knox
- University of Iowa, College of Nursing, Iowa city, Iowa, USA
| | - Heather Bair
- University of Iowa, College of Nursing, Iowa city, Iowa, USA
- Department of Anesthesia, University of Iowa Hospitals and Clinics, Iowa city, Iowa, USA
| | - Erica Watkinson
- University of Iowa, College of Nursing, Iowa city, Iowa, USA
| | - Delaney Weeks
- University of Iowa, College of Nursing, Iowa city, Iowa, USA
| | - Lainie Jackson
- University of Iowa, College of Nursing, Iowa city, Iowa, USA
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Juniarta, Eka NGA, Ferawati Sitanggang Y. Empathy in Nursing Students: A Scoping Review. J Holist Nurs 2024; 42:S59-S86. [PMID: 37039440 DOI: 10.1177/08980101231163966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2023]
Abstract
Purpose: Empathy is essential for nursing students as they progress through their education. To date, few review studies explored empathy in nursing students. This review examined empathy in nursing students, including how to promote empathy, factors contributing to empathy, and the evaluation of empathy. Design: The eligible population included undergraduate nursing students. The concept of interest was empathy related to nursing students. The context was undergraduate nursing programs. Eligible studies included quantitative, qualitative, and mixed-method studies. The protocol was registered in Open Science Framework (OSF). Review Methods: Joanna Briggs Institute Reviewers' Manual guided this scoping review protocol. MEDLINE with Full text (EBSCO), Scopus, ScienceDirect (Elsevier), and PubMed were used for the electronic database search. The findings were analyzed with descriptive statistics and thematic analysis. Findings: A total of 94 articles were included for analysis. Three main themes emerged: (1) approaches to promoting empathy, (2) contributing factors to empathy, and (3) evaluation of empathy. Conclusions: Empathy is cultivated in nursing in numerous ways, highlighting the need to incorporate it into the nursing curriculum. There is also controversy regarding the relationship between empathy and individual characteristics. This finding highlights the need for more effective empathy-promoting educational training that considers these personal characteristics.
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Affiliation(s)
- Juniarta
- Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
- Biblical Seminary of the Philippines, Valenzuela, Philippines
| | - Ni Gusti Ayu Eka
- Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
| | - Yenni Ferawati Sitanggang
- Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan
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Chang H, Ahn J, Do Y. Nursing undergraduates' ageism and attitudes toward dementia: Serial multiple mediating effects of person-centered care and compassion - A cross-sectional survey. Heliyon 2024; 10:e29941. [PMID: 38726164 PMCID: PMC11078765 DOI: 10.1016/j.heliyon.2024.e29941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 04/09/2024] [Accepted: 04/17/2024] [Indexed: 05/12/2024] Open
Abstract
Background Although ageism has a strong relationship with attitudes toward dementia, no study has confirmed how person-centered care and compassion mediate the relationship between nursing students' ageism and attitudes toward dementia. Objectives This study aimed to examine the mediating effects of person-centered care competency and compassion competency on ageism and attitudes toward dementia among nursing undergraduates. Participants Participants were 295 undergraduate nursing students from four universities. Methods A descriptive cross-sectional electronic survey was conducted, involving the selection of four Korean nursing schools for the study. Data was obtained via an online survey conducted from March to July 2022. Data were analyzed with Pearson's correlations, and multi-mediating effects using the PROCESS Macro for software, utilizing bootstrap techniques. Results Attitudes toward dementia was correlated with ageism (r = -0.386, p < 0.001), person-centered care (r = 0.422, p < 0.001), and compassion competency (r = 0.457, p < 0.001). The total effect (β = -0.326, p < 0.001) and direct effect (β = -0.243, p < 0.001) of ageism on attitudes toward dementia were significant. Ageism does not have a direct effect on compassion competency (Std. estimate = -0.0213, CI: -0.0518∼0.0048). However, person-centered care and compassion competency had multiple serial mediating effects on the relationship between ageism and attitudes toward dementia (Std. estimate = -0.0357, CI: -0.0624∼-0.0145). Conclusions Person-centered care and compassion competency may mediate the association between ageism and attitudes toward dementia. Ageism was negatively associated with person-centered care and compassion competency, which in turn positively contributed to attitudes toward dementia. Therefore, an educational program that considers the interaction between generations and the context of older people must be applied to increase person-centered care and compassion competency.
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Affiliation(s)
- HeeKyung Chang
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, Jinju, South Korea
| | - JinYeong Ahn
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, Jinju, South Korea
| | - YoungJoo Do
- College of Nursing, Gyeongsang National University, Jinju, South Korea
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Hernández-López MJ, Ruzafa-Martínez M, Leal-Costa C, Ramos-Morcillo AJ, Díaz-García I, López-Pérez MV, Hernández-Méndez S, García-González J. Effects of a Clinical Simulation-Based Training Program for Nursing Students to Address Social Isolation and Loneliness in the Elderly: A Quasi-Experimental Study. Healthcare (Basel) 2023; 11:2587. [PMID: 37761784 PMCID: PMC10531334 DOI: 10.3390/healthcare11182587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Revised: 09/16/2023] [Accepted: 09/18/2023] [Indexed: 09/29/2023] Open
Abstract
INTRODUCTION The population of older adults is rapidly increasing worldwide, presenting both prospects and complexities for society and healthcare professionals to maximize the functional capacity of this age group. Social isolation and loneliness significantly affect this population. The objective was to determine the effectiveness, satisfaction, and perceptions of the simulation-based education practices of a training program for nursing students, which was created to palliate the social isolation and loneliness of older adults. METHOD A quasi-experimental study was conducted with nursing students who participated in an online training program using teleservice based on high-fidelity clinical simulation. The program included asynchronous theoretical training and synchronous practical training using an online platform. Five scenarios were designed using simulated phone calls to address the social isolation and loneliness of older adults. RESULTS Twenty-five nursing students participated in the program, and they had a mean age of 27.44, with 76% of them being women. After the training program, the participants showed statistically significant improvements (p < 0.05) with respect to their knowledge and attitudes towards older adults, and the program was adapted to the best educational practices in simulations. CONCLUSIONS Simulation-based online training efficiently improved the knowledge and attitudes of nursing students towards older adults, improving their ability to address social isolation and loneliness. The high satisfaction and adhesion to the best educational practices underline the usefulness of high-fidelity online simulations, especially in situations in which face-to-face training is not feasible, and accessibility and equilibrium could be guaranteed between work and personal life.
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Affiliation(s)
- María Jesús Hernández-López
- Faculty of Social and Health Sciences, University of Murcia, Av de las Fuerzas Armadas, 30800 Lorca, Spain; (M.J.H.-L.); (I.D.-G.); (M.V.L.-P.); (S.H.-M.)
| | - María Ruzafa-Martínez
- Faculty of Nursing, University of Murcia, Av. Buenavista, 32, El Palmar, 30120 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
| | - César Leal-Costa
- Faculty of Nursing, University of Murcia, Av. Buenavista, 32, El Palmar, 30120 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
| | - Antonio Jesús Ramos-Morcillo
- Faculty of Nursing, University of Murcia, Av. Buenavista, 32, El Palmar, 30120 Murcia, Spain; (M.R.-M.); (A.J.R.-M.)
| | - Isidora Díaz-García
- Faculty of Social and Health Sciences, University of Murcia, Av de las Fuerzas Armadas, 30800 Lorca, Spain; (M.J.H.-L.); (I.D.-G.); (M.V.L.-P.); (S.H.-M.)
| | - María Verónica López-Pérez
- Faculty of Social and Health Sciences, University of Murcia, Av de las Fuerzas Armadas, 30800 Lorca, Spain; (M.J.H.-L.); (I.D.-G.); (M.V.L.-P.); (S.H.-M.)
| | - Solanger Hernández-Méndez
- Faculty of Social and Health Sciences, University of Murcia, Av de las Fuerzas Armadas, 30800 Lorca, Spain; (M.J.H.-L.); (I.D.-G.); (M.V.L.-P.); (S.H.-M.)
| | - Jessica García-González
- Faculty of Health Sciences, University of Almeria, Carr. Sacramento, s/n, La Cañada, 04120 Almería, Spain;
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Cariñanos-Ayala S, Zarandona J, Durán-Sáenz I, Arrue M. Identifying undergraduate nurses´ learning requirements and teaching strategies in dementia care education: A nominal group technique. Nurse Educ Pract 2023; 71:103711. [PMID: 37467601 DOI: 10.1016/j.nepr.2023.103711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 05/04/2023] [Accepted: 07/01/2023] [Indexed: 07/21/2023]
Abstract
AIM Identify priorities and reach a consensus on student nurses´ learning requirements and the best-suited teaching strategies in dementia care. BACKGROUND Dementia has become a global health priority. Nurses are primary service providers for people with dementia, but they may fall short on professional training. Nursing curricula still lacks a clear educational framework for dementia, meaning that nurse educators must make decisions amidst uncertainty. DESIGN Nominal group technique based on the conceptual framework proposed by Van de Ven and Delbecq (1972). METHODS A structured face-to-face meeting convened in November 2021 involved nine participants who were directly involved in dementia care. The steps in the technique were (a) idea generation, (b) round-robin recording, (c) discussion, (d) voting and ranking, (e) discussion on the vote and (f) re-ranking. Participants answered two nominal questions. Consent, anonymity, feedback and iteration were guaranteed throughout the process. RESULTS The nominal group prioritized theoretical understanding of dementia, communication, caregivers´ needs, comprehensive assessment and ethical practice as learning requirements for nursing students. The outstanding teaching strategy discussed included various approaches to experiential learning. CONCLUSIONS The nominal group technique process explored learning requirement priorities for student nurses within a specific context. Participants discussed experiential learning as the best-suited teaching strategy. Findings could support nurse educators to design and deliver better dementia education.
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Affiliation(s)
- Susana Cariñanos-Ayala
- Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain.
| | - Jagoba Zarandona
- Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain
| | - Iván Durán-Sáenz
- Basque Nurse Education Research Group, Bioaraba Health Research Institute, c/ Isabel Orbe s/n, 01002 Vitoria-Gasteiz, Spain; Vitoria-Gasteiz Nursing School, Osakidetza-Basque Health Service, Jose Atxotegi s/n, 01009 Vitoria-Gasteiz, Spain
| | - Marta Arrue
- Department of Nursing II, Faculty of Medicine and Nursing, Department of Nursing, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, Spain
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Arrogante O, Velarde García JF, Blázquez-González P, Moro-Tejedor MN. Great geriatric syndromes: Acquisition of nursing competencies and undergraduate nursing students' perceptions through high-fidelity simulation training. NURSE EDUCATION TODAY 2023; 121:105685. [PMID: 36563587 DOI: 10.1016/j.nedt.2022.105685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 11/16/2022] [Accepted: 12/02/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The constant increase in the aging population will lead to a greater demand for high-quality nursing care for this population over the coming years. Early detection and proper treatment of great geriatric syndromes are essential and, consequently, geriatric nurses must acquire the necessary competencies for their adequate management. OBJECTIVES To evaluate the acquisition of the necessary nursing competencies for adequate management of great geriatric syndromes through high-fidelity simulation training and to explore undergraduate nursing students' perceptions about this training. METHODS 80 undergraduate nursing students participated in a mixed methods study. The simulated scenarios recreated older patients with diagnoses of great geriatric syndromes using standardized patients. Nursing competencies were evaluated using a verification list. 10 focus groups were interviewed to explore their perceptions, conducting a qualitative study with an interpretative approach. RESULTS Most of the students (86.55 %) acquired the necessary nursing competencies for adequate management of great geriatric syndromes. The nursing students stated that they improved their communication skills (provide solutions to older patients; facilitate and redirect the clinical interview; contrast the information given to the patient), psychological resources (psychological support; physical contact and accompaniment; empathy and persuasion), and geriatric knowledge (identify their lack of knowledge; recognize their limits in terms of healthcare and refer to other health professionals; know the patient's conditions) to provide quality care for older people diagnosed with great geriatric syndromes. CONCLUSIONS The use of high-fidelity simulation training including standardized patients makes it easier for nursing students to acquire the necessary nursing competencies for adequate management of great geriatric syndromes and improve their clinical skills. Geriatric nursing education should focus on equipping nursing students with the necessary clinical skills, integrating high-fidelity simulation training in geriatric study plans to train students in the nursing care to be provided to older patients, and preparing them for real clinical practice.
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Affiliation(s)
- Oscar Arrogante
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podology, University Complutense of Madrid, Plaza Ramón y Cajal, s/n. 28040 Madrid, Spain; Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle Dr. Esquerdo 46, 28007 Madrid, Spain.
| | - Juan Francisco Velarde García
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle Dr. Esquerdo 46, 28007 Madrid, Spain; Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain; Research Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS), Avenida Atenas s/n, 28922 Alcorcón, Spain.
| | - Patricia Blázquez-González
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain.
| | - Ma Nieves Moro-Tejedor
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle Dr. Esquerdo 46, 28007 Madrid, Spain; Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain; Nursing Research Support Unit, Hospital General Universitario Gregorio Marañon, Calle Dr. Esquerdo 46, 28007 Madrid, Spain.
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Carparelli C, Jones C, Oyebode JR, Riley GA. A Systematic Review of the Effectiveness of Educational Interventions in Promoting Person-Centred Care in Dementia Services. Clin Gerontol 2022:1-19. [PMID: 36524717 DOI: 10.1080/07317115.2022.2152515] [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: 12/23/2022]
Abstract
OBJECTIVES To review evidence about the effectiveness of educational programmes in promoting the delivery of person-centered care by staff in dementia services. METHODS Several databases were searched, and the methodological quality of identified studies systematically evaluated. A summary mean effect size was calculated for several types of outcome (direct knowledge, applied knowledge, attitudes, self-reported and observed working practices). RESULTS Eighteen studies were identified. Results were mixed, with findings of no change, significant improvement, and (in attitude) significant deterioration. Effect size was modest for direct knowledge (standardized mean difference = 0.6), but small or negligible for applied knowledge (0.29) and self-reported (0.06) and observed (0.25) working practices. There was a negative effect for attitudes (-0.17). CONCLUSIONS The quality of evidence was poor. Apart from attitudes, the effect sizes are likely to be overestimates. There was little evidence that education programmes can reliably produce substantial improvements in working practices. CLINICAL IMPLICATIONS Education alone is unlikely to be sufficient for establishing high standards of person-centered care in services. It needs to be supplemented by steps to ensure that staff develop skills in delivering such care in practice, and by organizational support to ensure staff have sufficient motivation, cues and opportunities for implementation.
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Affiliation(s)
- Chiara Carparelli
- Centre for Applied Psychology, University of Birmingham, Birmingham, UK
| | - Christopher Jones
- Centre for Applied Psychology, University of Birmingham, Birmingham, UK
| | - Jan R Oyebode
- The Centre for Applied Dementia Studies, University of Bradford, Bradford, UK
| | - Gerard A Riley
- Centre for Applied Psychology, University of Birmingham, Birmingham, UK
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The effects of high-fidelity simulation training on empathy and attitudes toward older people among undergraduate nursing students: A quasi-experimental study. Nurse Educ Pract 2022; 64:103441. [PMID: 36037720 DOI: 10.1016/j.nepr.2022.103441] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 08/15/2022] [Accepted: 08/18/2022] [Indexed: 11/22/2022]
Abstract
AIM To evaluate the effects of high-fidelity simulation training on attitudes towards older people and empathy among undergraduate nursing students. BACKGROUND People worldwide are living longer and, consequently, the number of older people is increasing globally. Geriatric syndromes are highly prevalent and associated with increased morbidity and mortality in this population. Positive attitudes towards older people and high levels of empathy are necessary for the provision of high-quality nursing care, which will contribute towards improving the quality of life of older patients affected by these syndromes. METHODS A quasi-experimental study was conducted using a longitudinal design with a single group and a pre- and post-intervention evaluation. The development of attitudes towards older people and empathy skills were evaluated using high-fidelity simulation-based training, comparing the levels obtained in these skills at baseline and after the simulation experience. The simulated scenarios recreated the great geriatric syndromes in older patients: instability, immobility, intellectual impairment and incontinence. RESULTS After the simulation sessions, nursing students significantly improved their total scores for both attitudes toward older people and empathy, moreover, improvements were found in the three subscales of empathy. The effect size was large for the total scores of both the attitudes towards older people and the empathy scales and the 'perspective taking' subscale. The obtained effect size was small for the 'compassionate care' subscale, whereas for the 'standing in the patient's shoes' subscale, the obtained effect size was medium. CONCLUSIONS Our high-fidelity simulation-based training allows undergraduate nursing students to improve their empathy levels and positive attitudes toward older people. The development of these skills may provide benefits directly related to high-quality care for older patients. Therefore, the inclusion of simulation training programs in geriatric nursing study plans is necessary to train nursing students in the care of older people and to prepare them for real clinical practice.
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A Dementia Simulation as a Teaching Strategy for Nursing and Physical Therapy Students: A Qualitative Study. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Adewuyi M, Morales K, Lindsey A. Impact of Experiential Dementia Care Learning on Knowledge, Skills and Attitudes of Nursing Students: A Systematic Literature Review. Nurse Educ Pract 2022; 62:103351. [DOI: 10.1016/j.nepr.2022.103351] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Revised: 04/01/2022] [Accepted: 04/16/2022] [Indexed: 10/18/2022]
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Cariñanos-Ayala S, Arrue M, Zarandona J. Teaching and learning about dementia care among undergraduate nursing students: A Scoping Review. Nurse Educ Pract 2022; 61:103326. [DOI: 10.1016/j.nepr.2022.103326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 03/04/2022] [Accepted: 03/08/2022] [Indexed: 10/18/2022]
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Jones C, Jones D, Moro C. Use of virtual and augmented reality-based interventions in health education to improve dementia knowledge and attitudes: an integrative review. BMJ Open 2021; 11:e053616. [PMID: 34725081 PMCID: PMC8562511 DOI: 10.1136/bmjopen-2021-053616] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
OBJECTIVES Immersive technologies such as virtual (VR) and augmented reality (AR) can potentially help health professionals and trainees understand psychological symptoms and responsive behaviours associated with dementia within a safe and supportive learning environment. This integrative review sought to ascertain the types of VR and AR-based interventions used in dementia education and training and its efficacy to improve knowledge and attitudes of health professionals or trainees. DESIGN The protocol was submitted to PROSPERO and literature published from 2000 onwards was searched in eight databases: CINAHL, MEDLINE, Web of Science, Cochrane, Embase, PsycINFO, ERIC and Scopus. A total of 19 articles were included and assessed with the Mixed Methods Appraisal Tool. Methodological quality varied across studies. RESULTS VR rather than AR-based intervention are used in dementia education and training for health professional and trainees. Immersive virtual learning potentially enhance knowledge, attitudes, empathy and sensitivity of health professionals and trainees. CONCLUSIONS While promising, there remains a lack of conclusive and robust evidence to fully recommend the introduction and inclusion of immersive virtual learning in dementia education and training. Additional rigorously designed research studies with larger sample sizes are needed to confirm the benefits on attitudes, empathy, sensitivity and knowledge. PROSPERO REGISTRATION NUMBER CRD42020182083.
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Affiliation(s)
- Cindy Jones
- Faculty of Health Sciences and Medicine, Bond University, Robina, Queensland, Australia
- Healthcare Practice and Survivorship, Menzies Health Institute Queensland, Healthcare Practice and Survivorship, Brisbane, Queensland, Australia
| | - Dominique Jones
- Faculty of Health Sciences and Medicine, Bond University, Robina, Queensland, Australia
| | - Christian Moro
- Faculty of Health Sciences and Medicine, Bond University, Robina, Queensland, Australia
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