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Błaszkiewicz M, Szcześniak D, Ciułkowicz M, Kowalski K, Rymaszewska JE, Bartosz B, Bulińska K, Karczewski M, Brodaty H, Rymaszewska J. Biomedical knowledge of dementia is not enough to counteract its stigma - quantitative research among future medical and social care staff in Poland. Aging Ment Health 2024; 28:1317-1325. [PMID: 38407168 DOI: 10.1080/13607863.2024.2320139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 02/12/2024] [Indexed: 02/27/2024]
Abstract
OBJECTIVES The aim is to assess the level of stigmatization and knowledge of dementia among university students of medical, rehabilitation and social faculties in Poland. Possible correlates of these concepts and group differences are also investigated. METHODS We applied quantitative methods using an online questionnaire comprising sociodemographics, the Alzheimer's Disease Knowledge Scale, a vignette of a person with dementia and the modified Family Stigma in Alzheimer's Disease Scale. RESULTS Students had low levels of dementia knowledge and moderate levels of stigma. Medical science students had significantly better knowledge than the other groups but did not differ in their level of stigma. Relationships between the main variables were complex. Emotional and cognitive stigmatizing attributions were negatively correlated with knowledge about communication and behaviors of people with dementia. Better knowledge on causes and characteristics, as well as on risks and health promotion of the disease also triggered fewer negative attributions toward people with dementia. CONCLUSIONS If health-related programs are to be effective, they should provide opportunities for the acquisition of relevant knowledge and skills that also address the stigmatization of people living with dementia. Well-established biomedical knowledge on dementia must be supplemented with a person-centered approach and proper communication skills.
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Affiliation(s)
| | - Dorota Szcześniak
- Department of Psychiatry, Wroclaw Medical University, Wrocław, Poland
| | - Marta Ciułkowicz
- Department of Psychiatry, Wroclaw Medical University, Wrocław, Poland
| | | | - Julia E Rymaszewska
- Department and Clinic of Dermatology, Allergology and Venerology, Wrocław Medical University, Wrocław, Poland
| | - Bogna Bartosz
- Institute of Psychology, University of Wroclaw, Wrocław, Poland
| | - Katarzyna Bulińska
- Department of Physiotherapy, Wrocław University of Health and Sport Sciences, Wrocław, Poland
| | - Maciej Karczewski
- Department of Applied Mathematics, University of Environmental and Life Sciences, Wroclaw, Poland
| | - Henry Brodaty
- Centre for Healthy Brain Ageing, Discipline of Psychiatry and Mental Health, University of New South Wales, Sydney, NSW, Australia
| | - Joanna Rymaszewska
- Department of Biomedical Engineering, Wroclaw University of Science and Technology, Wrocław, Poland
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Lin PC, Hsu SY, Chen CC, Wung SF. Dementia Training for Nurses in Acute Care Settings: Impacts and Barriers. J Nurs Res 2024:00134372-990000000-00113. [PMID: 39324988 DOI: 10.1097/jnr.0000000000000633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/27/2024] Open
Abstract
BACKGROUND The provision of consistent, high-quality dementia care training for healthcare professionals in acute care hospital settings has been largely overlooked until recent years. PURPOSE This study was designed to investigate the effect of current healthcare professional dementia care training courses on related knowledge, attitudes, and self-efficacy in hospital nurses and to understand their training-related experiences, willingness, and perceived barriers. METHODS Using a cross-sectional design, 201 nurses were recruited from a teaching medical center in Taiwan. A questionnaire was developed by the researchers to evaluate knowledge, attitudes, and self-efficacy related to caring for people with dementia and to elucidate participant experiences and preferences regarding dementia care training courses. Five academic and clinical dementia care experts held three content validity evaluation rounds for the developed questionnaire. Inferential statistics were used to compare the knowledge, attitudes, and self-efficacy related to caring for people with dementia between participants who had and had not attended a dementia care training course. RESULTS Nearly all (96.5%) of the participants had prior experience caring for people with dementia, but only 25.9% and 7.0% respectively reported haven taken basic and advanced healthcare professional dementia care training courses. Those who had taken either the basic or advanced course earned higher mean knowledge scores than those who had taken neither (p = .009 and p = .027, respectively). Time constraints and scheduling conflicts were identified as the major barriers to attending dementia care training (n = 164, 81.6%). CONCLUSIONS/IMPLICATIONS FOR PRACTICE The participants who had attended either the basic or advanced healthcare professional dementia care training course were found to have better dementia care knowledge than those who had not. Stakeholders should work to further reduce the barriers faced by nurses to attending essential dementia care training.
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Affiliation(s)
- Pei-Chao Lin
- PhD, RN, Associate Professor, College of Nursing and Center for Long-Term Care Research, Kaohsiung Medical University; Adjunct Researcher, Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung Medical University, Kaohsiung, Taiwan; Co-appointed Associate Professor, Institute of Medical Science and Technology, National Sun Yat-Sen University, Kaohsiung, Taiwan; and Co-appointed Associate Professor, Department of Biomechatronics Engineering, National Pingtung University of Science and Technology, Pingtung, Taiwan
| | - Shao-Yun Hsu
- Undergraduate Student, School of Nursing, Kaohsiung Medical University, Taiwan
| | - Chang-Chun Chen
- PhD, RN, Postdoctoral Research Associate, College of Engineering, The University of Arizona, Tucson, AZ, USA
| | - Shu-Fen Wung
- PhD, RN, ACNP-BC, FAAN, Professor, College of Nursing, The University of Arizona, Tucson, AZ, USA
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Conway A, Harkin D, Ryan A. A realist synthesis of dementia education programmes for pre-registration nurses. NURSE EDUCATION TODAY 2024; 143:106393. [PMID: 39260205 DOI: 10.1016/j.nedt.2024.106393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Revised: 08/28/2024] [Accepted: 09/04/2024] [Indexed: 09/13/2024]
Abstract
AIMS The escalating prevalence of dementia globally highlights the urgency for effective nursing care and dementia education. The aim of this review was to synthesize evidence on dementia education programmes for pre-registration nursing, exploring the types implemented, the contexts in which they operate, the mechanisms influencing their success, and their intended and unintended outcomes. DESIGN A realist synthesis approach was employed to explore the functioning of complex interventions within specific contexts, acknowledging the intricate nature of dementia education programmes and the diverse settings in which they are implemented. DATA SOURCES A rigorous search strategy was implemented across databases including Medline, CINAHL, Scopus, and ProQuest Health and Medical, supplemented by hand searching and citation searching. Preliminary screening and refinement processes ensured comprehensive coverage of relevant literature. REVIEW METHODS A systematic and iterative approach was adopted, involving quality assessment under the headings of relevance, rigour, and richness. Data extraction and synthesis processes were focused on identifying contexts, mechanisms, and outcomes relevant to dementia education in nursing. RESULTS A total of 25 studies were reviewed. Key findings highlight the effectiveness of narrative-based learning, varied educational methods, and experienced providers in improving nursing students' knowledge, attitudes, and confidence. These approaches influenced care priorities and increased interest in working with people living with dementia. However, there is a noted gap in understanding the long-term benefits and academic impact of these programmes. CONCLUSIONS Dementia education programmes are pivotal in preparing nursing students for effective dementia care. The co-production and design involvement of people living with dementia in curricula development is recommended to enhance relevance and applicability. We call for further research into the long-term benefits of dementia education, the impact of academic recognition, and the alignment of programmes with nursing curricula.
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Affiliation(s)
- Aoife Conway
- School of Nursing and Paramedic Science, Faculty of Life & Health Sciences, Ulster University, Magee Campus, Northland Road, Derry, Northern Ireland BT487JL, United Kingdom of Great Britain and Northern Ireland.
| | - Deirdre Harkin
- School of Nursing and Paramedic Science, Faculty of Life & Health Sciences, Ulster University, Magee Campus, Northland Road, Derry, Northern Ireland BT487JL, United Kingdom of Great Britain and Northern Ireland
| | - Assumpta Ryan
- School of Nursing and Paramedic Science, Faculty of Life & Health Sciences, Ulster University, Magee Campus, Northland Road, Derry, Northern Ireland BT487JL, United Kingdom of Great Britain and Northern Ireland
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Tam MT, Martin S, Jiang YF, Machado A, Robillard JM. "Dementia Doesn't Mean That Life Doesn't Have More Wonderful Things Ahead": A Qualitative Study Evaluating a Canadian Dementia Support Services Program. Can Geriatr J 2024; 27:116-125. [PMID: 38827428 PMCID: PMC11100986 DOI: 10.5770/cgj.27.698] [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] [Indexed: 06/04/2024] Open
Abstract
Background Community support programs can improve quality of life for people living with dementia and their care partners. Important to the successful implementation of such programs is close engagement with end-users to gain a better understanding of their needs. This study describes the perspectives of people living with dementia, care partners, and health-care providers on the First Link® dementia support program provided by the Alzheimer Society of British Columbia (ASBC). Methods Following a large-scale survey (N=1,164), semi-structured interviews were conducted with participants to explore in greater detail the different needs and themes that emerged from the first phase of the study. The interviews explored: 1) experiences with the program; 2) future planning; 3) meaning of independence; and 4) impact of the program on emotional and physical well-being. Results A total of 48 participants were interviewed in this study. Knowledge and education were key factors that helped participants manage the impact of dementia. Learning about dementia, the experiences of others, strategies on how to manage symptoms, what to plan for in the future, and how to access different services in the community, was tied to increased feelings of confidence and comfort, and decreased stress. Participants also provided suggestions for improvement of the First Link® dementia program such as further embedding the program into the patient journey, providing more services in remote areas, providing education for health-care providers, and increasing awareness of the program. Conclusion By emphasizing the lived experiences and needs of those living with dementia and their caregivers, this work will inform future research-based program evaluations globally and, in turn, improve the existing services to support people living with-and impacted by-dementia.
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Affiliation(s)
- Mallorie T. Tam
- Department of Medicine, Division of Neurology, The University of British Columbia, Vancouver, BC,
Canada
- British Columbia Children’s & Women’s Hospital, Vancouver, BC,
Canada
| | - Susanna Martin
- Department of Medicine, Division of Neurology, The University of British Columbia, Vancouver, BC,
Canada
- British Columbia Children’s & Women’s Hospital, Vancouver, BC,
Canada
| | - Yu Fei Jiang
- Department of Medicine, Division of Neurology, The University of British Columbia, Vancouver, BC,
Canada
- British Columbia Children’s & Women’s Hospital, Vancouver, BC,
Canada
| | - Angela Machado
- Department of Medicine, Division of Neurology, The University of British Columbia, Vancouver, BC,
Canada
- British Columbia Children’s & Women’s Hospital, Vancouver, BC,
Canada
| | - Julie M. Robillard
- Department of Medicine, Division of Neurology, The University of British Columbia, Vancouver, BC,
Canada
- British Columbia Children’s & Women’s Hospital, Vancouver, BC,
Canada
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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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Teodorczuk A, Abdool PS, Yap CX, Fisher JM. New horizons in undergraduate geriatric medicine education. Age Ageing 2024; 53:afae050. [PMID: 38688484 DOI: 10.1093/ageing/afae050] [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: 01/30/2024] [Indexed: 05/02/2024] Open
Abstract
Current projections show that between 2000 and 2050, increasing proportions of older individuals will be cared for by a smaller number of healthcare workers, which will exacerbate the existing challenges faced by those who support this patient demographic. This review of a collection of Age and Ageing papers on the topic in the past 10 years explores (1) what best practice geriatrics education is and (2) how careers in geriatrics could be made more appealing to improve recruitment and retention. Based on these deeper understandings, we consider, as clinician educators, how to close the gap both pragmatically and theoretically. We point out paradigm shifting solutions that include innovations at the Undergraduate level, use of simulation, incorporation of learner and patient perspectives, upskilling professionals outside of Geriatrics and integration of practice across disciplines through Interprofessional Learning. We also identify an education research methodological gap. Specifically, there is an abundance of simple descriptive or justification studies but few clarification education studies; the latter are essential to develop fresh insights into how Undergraduate students can learn more effectively to meet the needs of the global ageing challenge. A case of improving understanding in delirium education is presented as an illustrative example of a new approach to exploring at greater depth education and outlines suggested directions for the future.
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Affiliation(s)
- Andrew Teodorczuk
- Northside Clinical Unit, The Medical School, The University of Queensland, Brisbane, Qld, Australia
- The Prince Charles Hospital, Metro North Mental Health, Brisbane, Qld, Australia
- School of Medicine and Dentistry, Griffith University, Southport, Qld, Australia
- School of Nursing, QUT, Brisbane, Qld, Australia
| | - Petal S Abdool
- Geriatric Mental Health Service, Centre for Addiction and Mental Health, Toronto, Canada
- Department of Psychiatry, University of Toronto, Toronto, Canada
| | - Chloe X Yap
- The Prince Charles Hospital, Metro North Mental Health, Brisbane, Qld, Australia
- Mater Research Institute, The University of Queensland, Brisbane, Qld, Australia
| | - James M Fisher
- Department of Geriatric Medicine, Northumbria Healthcare NHS Foundation Trust, North Tyneside, UK
- School of Medicine, Newcastle University, Newcastle upon Tyne, 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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Park T, Pillemer K, Loeckenhoff C, Suitor JJ, Riffin C. What Motivates Physicians to Address Caregiver Needs? The Role of Experiential Similarity. J Appl Gerontol 2023; 42:1003-1012. [PMID: 36661199 PMCID: PMC10081953 DOI: 10.1177/07334648231151937] [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: 01/21/2023] Open
Abstract
Despite the significant stress of family caregiving, caregivers' needs and risks are often overlooked in healthcare settings. This study examined the factors associated with primary care physicians' perceived responsibility to identify and address caregiver needs and risks. Using a national random sample of U.S. primary care physicians (N = 106), multivariable logistic regression analyses were conducted to examine associations of physicians' perceived responsibility to assess caregivers' needs with experiential similarity (personal experience with caregiving), structural similarity (being older and female), and secondary exposure variables (time seeing older adults in the outpatient setting). Most (76.5%) physicians felt responsible for identifying caregivers' needs and risks. In multivariable models, physicians who had personal experience with caregiving were four times more likely than those without it to feel responsible for identifying caregivers' needs and risks and assessing caregivers' mental health concerns. Thus, physicians may benefit from educational interventions that immerse them in caregivers' lived experiences.
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Affiliation(s)
- Taeyoung Park
- Department of Medicine, Weill Cornell Medicine, New York, NY, 10065 USA
| | - Karl Pillemer
- Department of Psychology, Cornell University, Ithaca, NY, 14850 USA
| | | | - J. Jill Suitor
- Department of Sociology, Purdue University, West Lafayette, IN, 47907 USA
| | - Catherine Riffin
- Department of Medicine, Weill Cornell Medicine, New York, NY, 10065 USA
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Gallaher L, Butler C, Banerjee S, Wright J, White A, Daley S. Medical student perceptions of autism education: A qualitative study. FRONTIERS IN REHABILITATION SCIENCES 2023; 4:1096117. [PMID: 36926183 PMCID: PMC10011116 DOI: 10.3389/fresc.2023.1096117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Accepted: 01/13/2023] [Indexed: 03/06/2023]
Abstract
Background The global prevalence of autism is reported to be at least 1% and is rising. Autistic people have a range of comorbidities resulting in a high use of health services. Doctors of nearly all specialties are likely to encounter autistic people in their practice. Autistic people report dissatisfactory care and encounter disproportionately worse health-related outcomes than non-autistic people, which in part has been attributed to a lack of skill and awareness in the medical workforce. At present, autism education is not always included in undergraduate medical curricula. In England, the Department of Health and Social Care has mandated that autism education should be included in all undergraduate medical curricula but current evidence relating to the delivery and receipt of autism education is poor. A greater understanding of medical student perceptions of autism education is required to inform curriculum development. This qualitative study sought to explore the perceptions of autism education in final year medical students at a medical school in South-East England by 1) assessing their perceived preparedness to care for autistic people once they have graduated from medical school and 2) determining their perceived acceptability of a new undergraduate education programme, Time for Autism (TfA). Materials and methods A purposeful sample of ten final-year medical students were recruited. Students completed in-depth, individual interviews. Data was analysed using thematic analysis. Results Four key themes were identified: Learning environment, Exposure, Relevance and Curricular priority. The findings of this study indicate that medical students perceived greatest value in autism education when it was directly relevant to developing preparedness for practice. Value was influenced by the perceived curricular priority attached to autism education. The new autism programme, Time for Autism was perceived to add relevance and priority to autism education in the existing curriculum in this medical school setting. Discussion The study findings shed new light on medical education literature, emphasising the importance of congruence between the provision of autism education and the prioritisation of autism education within the curriculum. Consideration of relevance and curricular priority can be used to support the development of autism education in future medical curricula.
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Affiliation(s)
- Laura Gallaher
- Centre for Dementia Studies, Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Ceri Butler
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Sube Banerjee
- Centre for Dementia Studies, Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Juliet Wright
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Ann White
- Department of Community Paediatrics, Sussex Community NHS Trust, Brighton, United Kingdom
| | - Stephanie Daley
- Centre for Dementia Studies, Brighton and Sussex Medical School, Brighton, United Kingdom
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Dhuga Y, Feeney Y, Gallaher L, White A, Wright J, Banerjee S, Daley S. Developing undergraduate autism education for medical students: a qualitative study. BMJ Paediatr Open 2022; 6:10.1136/bmjpo-2022-001411. [PMID: 36053627 PMCID: PMC9345079 DOI: 10.1136/bmjpo-2022-001411] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 06/13/2022] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Autistic adults and children experience considerable health inequalities and have high rates of premature mortality, hospital admissions and emergency department visits. This is in part due to a lack of autism awareness in the healthcare and social care workforce. A new educational programme, Time for Autism (TfA), for medical students is being developed to address this challenge. This qualitative study was undertaken to support the development of the new programme in order to (1) understand the medical care experiences of parents of autistic children and (2) assess their views on the acceptability of the new TfA programme and willingness to be involved. METHODS A convenience sample of 11 parents of autistic children were recruited across the South of England. The ages of the autistic children ranged from 3 to 17 years. Semistructured interviews were completed between October and December 2019. Interview transcripts were analysed using thematic analysis. RESULTS Three key themes were identified: diagnosis, experiences of doctors and TfA considerations. There was support for and willingness to take part in a dedicated autism education programme for medical students, and constructive feedback to inform and improve its delivery. CONCLUSION The findings from this study provide insights into the medical care experiences of parents/carers of autistic children. Understanding how parents/carers of autistic children would like medical care to be improved can be used to develop TfA and other autism programmes. Parental/carer support for the development of and involvement in an autism medical education programme enhances the feasibility of the new programme.
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Affiliation(s)
- Yasmin Dhuga
- Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Yvonne Feeney
- Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Laura Gallaher
- School of Media Arts and Humanities, University of Sussex, Brighton, UK
| | - Ann White
- Sea Side View, Child Development Centre, Sussex Community NHS Foundation Trust, Brighton, UK
| | - Juliet Wright
- Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Sube Banerjee
- Faculty of Health and Human Sciences, University of Plymouth, Plymouth, UK
| | - Stephanie Daley
- Brighton and Sussex Medical School, University of Sussex, Brighton, UK
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Hebditch M, Daley S, Grosvenor W, Sherlock G, Wright J, Banerjee S. Student nurses' career preferences for working with people with dementia: A longitudinal cohort study. NURSE EDUCATION TODAY 2022; 111:105303. [PMID: 35240400 DOI: 10.1016/j.nedt.2022.105303] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 02/09/2022] [Accepted: 02/15/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Internationally there are too few suitably skilled registered nurses to meet the demands for dementia care. Research has established low preferences in undergraduate nursing students for working with older people. However, there is limited research on preferences for dementia care. Understanding career preferences is one component of ensuring future workforce capacity. OBJECTIVE To assess student nurses' preferences during undergraduate training in relation to working with people with dementia. METHODS Data from a longitudinal survey collected at two UK universities were analysed (n = 488). Measures included career preferences, demographics, participation in a dementia educational intervention, and measures of attitude, knowledge, and empathy to dementia. Open text responses were also included to explore the students' reasons for their preferences. RESULTS The preference for working with older people and people with dementia was low and decreased during training. A linear regression analysis supports a strong relationship of preferences with attitudes to dementia. Content analysis of students' reasons for their preferences found that perceived difficulty and lack of confidence contributes to the negative evaluation of working with people with dementia. CONCLUSION Undergraduate nursing education needs to continue to review its contribution to preparing the dementia workforce and act to support positive attitudes to working with people with dementia across nursing specialties.
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Affiliation(s)
- Molly Hebditch
- Centre for Dementia Studies, The Trafford centre, Room 101, Brighton & Sussex Medical School, University of Sussex, Falmer, BN1 9RY, UK.
| | - Stephanie Daley
- Centre for Dementia Studies, Brighton & Sussex Medical School, University of Sussex, Falmer BN1 9RY, UK.
| | - Wendy Grosvenor
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK.
| | - Gina Sherlock
- Centre for Dementia Studies, Brighton & Sussex Medical School, University of Sussex, Falmer BN1 9RY, UK.
| | - Juliet Wright
- Department of Medical Education, Brighton and Sussex Medical School, Brighton BN1 9PH, UK.
| | - Sube Banerjee
- Faculty of Health, University of Plymouth, Plymouth PL4 8AA, UK.
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Hebditch M, Banerjee S, Wright J, Daley S. Preferences of newly qualified healthcare professionals for working with people with dementia: a qualitative study. Age Ageing 2022; 51:6427232. [PMID: 34794174 PMCID: PMC8753027 DOI: 10.1093/ageing/afab206] [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: 02/02/2021] [Revised: 07/14/2021] [Indexed: 11/13/2022] Open
Abstract
Background there is little research on preferences in students and newly qualified healthcare professionals for working with people with dementia. Understanding the development of these preferences can help inform strategies to increase workforce capacity in response to current suboptimal dementia care and the increasing numbers of people with dementia. Objective to explore the factors that influence career preferences in relation to working with people with dementia. Specifically, to understand how these factors relate to early career doctors’ and nurses’ preferences and how they influence decisions and perspectives on their careers. Methods qualitative in-depth interviews were conducted with 27 newly qualified doctors and nurses within 2 years of graduation. This included a subset of participants that had taken part in a dementia educational intervention during their undergraduate training. Transcripts were analysed using grounded theory methods. Results the results present six main categories representing complex interlinked factors influencing preferences for working with people with dementia as well as exploring the definition of a career working with people with dementia. The factors include the importance of making a difference; seeing dementia care as a different type of care; its perceived alignment with personal characteristics; perceptions of people with dementia; care environments and career characteristics. Discussion this is the first study to explore the factors influencing preferences for working with people with dementia in newly qualified healthcare professionals. It provides useful data to inform workforce planning, and curriculum and practice development to stimulate interest and drive improved quality of care.
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Affiliation(s)
- Molly Hebditch
- Centre for Dementia Studies, Brighton & Sussex Medical School, Falmer, BN1 9RY, UK
| | - Sube Banerjee
- Faculty of Health, University of Plymouth, Plymouth, PL4 8AA, UK
| | - Juliet Wright
- Department of Medical Education, Brighton & Sussex Medical School, Falmer, BN1 9PH, UK
| | - Stephanie Daley
- Centre for Dementia Studies, Brighton & Sussex Medical School, Falmer, BN1 9RY, UK
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Taking ‘A walk through dementia’: exploring care home practitioners’ experiences of using a virtual reality tool to support dementia awareness. AGEING & SOCIETY 2021. [DOI: 10.1017/s0144686x21000994] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Abstract
Emerging research has outlined the possibility for virtual reality (VR) experiences, which situate users into the perspective of someone living with dementia, to enhance dementia awareness. Currently, there is limited VR research that engages care home practitioners. It is imperative this population has high levels of dementia education given their requirements to provide care and support to residents, many of whom will be living with the condition. This paper reports on an exploratory qualitative study designed to elicit the experiences of care home practitioners who engaged with the VR application: ‘A walk through dementia’. Twenty practitioners, across four care homes in the United Kingdom, watched the VR scenarios and provided their views on the experience and the potential for the VR tool to be developed into a wider training programme to support dementia awareness. Data were collected via focus group discussions. Following an inductive thematic analysis, we constructed three themes. These suggested participants perceived the VR application offered them a convincing and immersive experience that was insightful and evocative, and provided ‘next-level’ dementia-awareness training that enabled them to reflect on care practices. Although the findings highlight important challenges for practitioners and developers wishing to use VR within dementia care, they suggest this application may be an engaging experiential learning tool that can provide care home staff with deeper cognitive and emotional awareness of living with dementia. Further work, drawing on these preliminary insights, is required to ensure the VR tool can be incorporated into a training programme that can positively contribute to the ‘dementia-friendly communities’ agenda.
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Banerjee S, Jones C, Wright J, Grosvenor W, Hebditch M, Hughes L, Feeney Y, Farina N, Mackrell S, Nilforooshan R, Fox C, Bremner S, Daley S. A comparative study of the effect of the Time for Dementia programme on medical students. Int J Geriatr Psychiatry 2021; 36:1011-1019. [PMID: 33686788 PMCID: PMC9291285 DOI: 10.1002/gps.5532] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 03/04/2021] [Indexed: 11/10/2022]
Abstract
BACKGROUND Traditional healthcare education typically focuses on short block clinical placements based on acute care, investigations and technical aspects of diagnosis and treatment. It may therefore fail to build the understanding, compassion and person-centred empathy needed to help those with long-term conditions, like dementia. Time for Dementia was developed to address this. METHOD Parallel group comparison of two cohorts of UK medical students from universities, one participating in Time for Dementia (intervention group) and one not (control group). In Time for Dementia students visit a person with dementia and their family in pairs for 2 hours three times a year for 2 years, the control group received their normal curriculum. RESULTS In an adjusted multilevel model (intervention group n = 274, control n = 112), there was strong evidence supporting improvements for Time for Dementia participants in: total Approaches to Dementia Questionnaire score (coefficient: 2.19, p = 0.003) and its person-centredness subscale (1.32, p = 0.006) and weaker evidence in its hopefulness subscale (0.78, p = 0.070). There was also strong evidence of improvement in the Dementia Knowledge Questionnaire (1.63, p < 0.001) and Dementia Attitudes Scale (total score: 6.55, p < 0.001; social comfort subscale: 4.15, p < 0.001; dementia knowledge subscale: 3.38, p = 0.001) scores. No differences were observed on the Alzheimer's Disease Knowledge Scale, the Medical Condition Regard Scale or the Jefferson Scale of Empathy. DISCUSSION Time for Dementia may help improve the attitudes of medical students towards dementia promoting a person-centred approach and increasing social comfort. Such patient-focused programmes may be a useful complement to traditional medical education.
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Affiliation(s)
- Sube Banerjee
- Faculty of HealthUniversity of PlymouthPlymouthUK,Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Christopher Jones
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Juliet Wright
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | | | - Molly Hebditch
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK,School of Health SciencesUniversity of SurreyGuildfordUK
| | - Leila Hughes
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Yvonne Feeney
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Nicolas Farina
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | | | | | - Chris Fox
- Norwich Medical SchoolUniversity of East AngliaNorfolkUK
| | - Stephen Bremner
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
| | - Stephanie Daley
- Centre for Dementia StudiesBrighton and Sussex Medical SchoolUniversity of SussexBrightonUK
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Feeney Y, Daley S, Flaherty B, Banerjee S. Barriers and facilitators to implementing a longitudinal dementia education programme into undergraduate healthcare curricula: a qualitative study. BMC MEDICAL EDUCATION 2021; 21:201. [PMID: 33836747 PMCID: PMC8034189 DOI: 10.1186/s12909-021-02632-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND As the numbers of people with dementia worldwide rises, there is a need for improved knowledge and awareness about the condition across the healthcare workforce. There are concerns that traditional models of healthcare education, which focus on short-term episodes of care, limit student understanding of long-term conditions. We therefore designed and delivered the Time for Dementia programme at five Universities in the UK. Through longitudinal contact with families living with dementia, healthcare students gain increased understanding about the experiences of living with dementia. However, implementing new educational models brings challenges. To enable implementation of similar programmes in other educational institutions, this study aimed to identify the common barriers and facilitators of implementing these types of longitudinal programmes at scale. METHODS To understand the facilitators and barriers of implementing a longitudinal dementia educational programme, a qualitative study was completed. Between October and December 2018, twelve in-depth semi-structured interviews were completed with university teaching staff (n = 6), programme administrators (n = 4), and Alzheimer's Society staff (n = 2) that had key responsibilities for implementing Time for Dementia. Interview questions explored participants experiences, the facilitators, and the challenges encountered when implementing the programme. Interviews were audio recorded, transcribed verbatim, and analysed using inductive thematic analysis. RESULTS The analysis identified five key themes: "Leadership characteristics", "Organisational and student buy-in", "Perceived value and motivating factors", "Team coalition and support", and "Time and fit". Implementation of the programme was enhanced by resilient leaders managing the challenges of curricular change. Their belief in the value of the programme, stakeholder buy-in, and supportive team working enabled challenges to be overcome. Workload was reduced and student buy-in increased as time progressed and as more resources became available. A flexible approach to implementation was recommended to ensure the programme fits within the established curriculum. CONCLUSION Curricular change is a challenging task, yet necessary, if we are to improve care for people with long term conditions such as dementia. This study highlights the common barriers and facilitators experienced when implementing a longitudinal educational programme at scale. The findings presented in this study can be used by other educational institutions to manage curricular change efforts.
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Affiliation(s)
- Yvonne Feeney
- Department of Neuroscience, Brighton and Sussex Medical School, Centre for Dementia Studies, Trafford Centre for Medical Research, University of Sussex, Falmer, Brighton, BN1 9RY, UK.
| | - Stephanie Daley
- Department of Neuroscience, Brighton and Sussex Medical School, Centre for Dementia Studies, Trafford Centre for Medical Research, University of Sussex, Falmer, Brighton, BN1 9RY, UK
| | - Breda Flaherty
- Department of Medical Education, Brighton and Sussex Medical School, Watson Building, University of Brighton, Falmer, Brighton, BN1 9PH, UK
| | - Sube Banerjee
- Department of Neuroscience, Brighton and Sussex Medical School, Centre for Dementia Studies, Trafford Centre for Medical Research, University of Sussex, Falmer, Brighton, BN1 9RY, UK
- Faculty of Health, University of Plymouth, Plymouth, Devon, PL4 8AA, UK
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