1
|
Avilés L, Castillo-Mansilla D, Wang Y, Smith P. Person-centred care and online pedagogy in nursing education: a discussion paper. Nurse Educ Pract 2024; 78:103998. [PMID: 38810351 DOI: 10.1016/j.nepr.2024.103998] [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: 04/15/2024] [Revised: 05/11/2024] [Accepted: 05/14/2024] [Indexed: 05/31/2024]
Abstract
AIM To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. BACKGROUND The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. DESIGN A critical discussion paper. METHODS A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. RESULTS Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. CONCLUSION Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice.
Collapse
Affiliation(s)
- Lissette Avilés
- Nursing Studies, School of Health in Social Sciences, The University of Edinburgh, Doorway 6 Old Medical School, Teviot Place, Edinburgh EH8 9 AG, United Kingdom.
| | - Daniela Castillo-Mansilla
- Nursing Studies, School of Health in Social Sciences, The University of Edinburgh, Doorway 6 Old Medical School, Teviot Place, Edinburgh EH8 9 AG, United Kingdom; Universidad de Chile, Facultad de Medicina, Av. Independencia 1027, Independencia, Santiago, Región Metropolitana 8380453, Chile
| | - Yin Wang
- Nursing Studies, School of Health in Social Sciences, The University of Edinburgh, Doorway 6 Old Medical School, Teviot Place, Edinburgh EH8 9 AG, United Kingdom
| | - Pam Smith
- Nursing Studies, School of Health in Social Sciences, The University of Edinburgh, Doorway 6 Old Medical School, Teviot Place, Edinburgh EH8 9 AG, United Kingdom
| |
Collapse
|
2
|
Pit SW, Horstmanshof L, Moehead A, Hayes O, Schache V, Parkinson L. International Standards for Dementia Workforce Education and Training: A Scoping Review. THE GERONTOLOGIST 2024; 64:gnad023. [PMID: 37071967 PMCID: PMC10825835 DOI: 10.1093/geront/gnad023] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Indexed: 04/20/2023] Open
Abstract
BACKGROUND AND OBJECTIVES The increasing number of people with dementia requires transparency and quality dementia education, training, and care. This scoping review aimed to determine the key elements of national or state-wide standards on dementia education and training that could underpin the development of international standards for dementia workforce training and education. RESEARCH DESIGN AND METHODS The English-language peer-reviewed and gray literature were searched (2010-20). Key search domains were training, workforce, standards/frameworks, and dementia. RESULTS Thirteen standards were identified from the United Kingdom (n = 5), the United States (n = 4), Australia (n = 3), and Ireland (n = 1). Most standards focused on training health care professionals with some including people in customer-centric settings, people living with dementia, and informal carers or the general community. Seventeen training topics were identified in 10 or more of the 13 standards. Cultural safety, rural issues, health care professional self-care, digital literacy, and health promotion topics were less commonly reported. The barriers to standards implementation were lack of organizational support, lack of access to relevant training, low staff literacy, lack of funding, high staff turnover, ineffective past program cycles, and inconsistent service delivery. Enablers included a strong implementation plan, funding, strength of partnerships, and building on previous work. DISCUSSION AND IMPLICATIONS The U.K. Dementia Skills and Core Training Standard, the Irish Department of Health Dementia Together, and the National Health Services Scotland Standard are the recommended strongest standards for underpinning the development of international standards. It is essential that training standards are tailored to the needs of the consumer, worker, and regions.
Collapse
Affiliation(s)
- Sabrina Winona Pit
- University Centre for Rural Health, The University of Sydney, Lismore, New South Wales, Australia
- School of Medicine, Western Sydney University, Lismore, New South Wales, Australia
| | | | - Anne Moehead
- Dementia Inclusive Ballina, Ballina, New South Wales, Australia
| | - Oliver Hayes
- University of Melbourne, Melbourne, Victoria, Australia
| | - Valerie Schache
- Dementia Alliance International, Ballina, New South Wales, Australia
| | - Lynne Parkinson
- School of Medicine and Public Health, The University of Newcastle, New South Wales, Australia
- Olivia May Consulting, Gladstone, Queensland, Australia
| |
Collapse
|
3
|
Yang YY, Yang YP, Chen KM, Wang CJ, Chang SH, Wang JJ. A Feasibility Evaluation of the Need-Centered Watch-Assess-Need Intervention-Think Education and Training Program for Behavioral and Psychological Symptoms of Dementia. J Nurs Res 2023; 31:e266. [PMID: 36976538 DOI: 10.1097/jnr.0000000000000548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023] Open
Abstract
BACKGROUND Despite the high prevalence of dementia among residents living in long-term care facilities in Taiwan, most care providers in these facilities have not received adequate training to deal with the behavioral and psychological symptoms of dementia (BPSD). An original care and management model for BPSD has been developed, and model-based recommendations for an education and training program have been made. However, empirical testing has not yet been conducted to determine the efficacy of this program. PURPOSE This study was designed to evaluate the feasibility of using the Watch-Assess-Need intervention-Think (WANT) education and training program for BPSD in long-term care settings. METHODS A mixed-method design was used. Twenty care providers and 20 corresponding care receivers (residents with dementia) from a nursing home in southern Taiwan were enrolled. Data were collected using a variety of measurement tools, including the Cohen-Mansfield Agitation Inventory, Cornell Scale for Depression in Dementia, Attitude towards Dementia Care Scale, and Dementia Behavior Disturbance Self-efficacy Scale. Qualitative data, including care-provider perspectives on the efficacy of the WANT education and training program, were also collected. Repeated measures were conducted on the results of quantitative data analysis, whereas content analysis was performed on the results of qualitative data analysis. RESULTS Findings indicate that the program relieves agitated behavior (p = .01), alleviates depression in those with dementia (p < .001), and enhances care-provider attitudes toward dementia care (p = .01). However, no significant improvement was found in self-efficacy among the care providers (p = .11). In terms of qualitative outcomes, care providers indicated they perceived improved self-efficacy in managing BPSD, improved ability to view problems from a more need-centered perspective, improved attitudes toward dementia and patients' BPSD, and decreased care burden and stress. CONCLUSIONS/IMPLICATIONS FOR PRACTICE The study found the WANT education and training program to be feasible in clinical practice. Because of this program's simple and easy-to-remember characteristics, it is recommended that it be vigorously promoted to care providers in both long-term institutional and home care settings to help them effectively address the BPSD.
Collapse
Affiliation(s)
- Yueh-Ying Yang
- PhD, RN, Assistant Professor, Department of Nursing, Fooyin University, Taiwan
| | - Ya-Ping Yang
- PhD, RN, Associate Professor, Department of Nursing, National Tainan Junior College of Nursing, Taiwan
| | - Kuei-Min Chen
- PhD, RN, Professor, Department of Nursing, School of Nursing, Kaohsiung Medical University, Taiwan
| | - Chi-Jane Wang
- PhD, RN, Associate Professor, Department of Nursing, College of Medicine, National Cheng Kung University, Taiwan
| | - Su-Hsien Chang
- PhD, RN, Associate Professor, Department of Nursing, National Tainan Junior College of Nursing, Taiwan
| | - Jing-Jy Wang
- PhD, RN, Professor, Department of Nursing, College of Medicine, National Cheng Kung University, and Alzheimer Disease Research Center, National Cheng Kung University Hospital, Taiwan
| |
Collapse
|
4
|
Barbosa FAR, Canto RFS, Teixeira KF, de Souza AS, de Oliveira AS, Braga AL. Selenium-Derivative Compounds: A Review of New Perspectives in the Treatment of Alzheimer's Disease. Curr Med Chem 2023; 30:689-700. [PMID: 35209817 DOI: 10.2174/0929867329666220224161454] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Revised: 11/16/2021] [Accepted: 12/19/2021] [Indexed: 02/08/2023]
Abstract
BACKGROUND Alzheimer's disease (AD) is one of the most prevalent types of dementia, affecting millions of older people worldwide. AD is stimulating efforts to develop novel molecules targeting its main features associated with a decrease in acetylcholine levels, an increase in oxidative stress and depositions of amyloid-β (Aβ) and tau protein. In this regard, selenium-containing compounds have been demonstrated as potential multi-targeted compounds in the treatment of AD. These compounds are known for their antioxidant and anticholinesterase properties, causing a decrease in Aβ aggregation. OBJECTIVE In this review, we approach structure-activity relationships of each compound, associating the decrease of ROS activity, an increase of tau-like activity and inhibition of AChE with a decrease in the self-aggregation of Aβ. METHODS We also verify that the molecular descriptors apol, nHBAcc and MlogP may be related to optimized pharmacokinetic properties for anti-AD drugs. RESULTS In our analysis, few selenium-derived compounds presented similar molecular features to FDA-approved drugs. CONCLUSION We suggest that unknown selenium-derived molecules with apol, nHBAcc and MlogP like FDA-approved drugs may be better successes with optimized pharmacokinetic properties in future studies in AD.
Collapse
Affiliation(s)
- Flavio A R Barbosa
- Department of Chemistry, Center for Physical and Mathematical Sciences, Federal University of Santa Catarina, Florianópolis-SC, Brazil
| | - Rômulo F S Canto
- Department of Pharmacosciences, Foundation Federal University of Health Sciences of Porto Alegre, Porto Alegre-RS, Brazil
| | - Kerolain F Teixeira
- Department of Exact Sciences and Education, Federal University of Santa Catarina, Blumenau-SC, Brazil
| | - Anacleto S de Souza
- Department of Microbiology, Institute of Biomedical Sciences, University of São Paulo, São Paulo-SP, Brazil
| | - Aldo S de Oliveira
- Department of Exact Sciences and Education, Federal University of Santa Catarina, Blumenau-SC, Brazil
| | - Antonio L Braga
- Department of Chemistry, Center for Physical and Mathematical Sciences, Federal University of Santa Catarina, Florianópolis-SC, Brazil.,Department of Chemical Sciences, Faculty of Science, University of Johannesburg, Doornfontein, South Africa
| |
Collapse
|
5
|
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.
Collapse
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
| |
Collapse
|
6
|
Salehinejad S, Jannati N, Azami M, Mirzaee M, Bahaadinbeigy K. A web-based information intervention for family caregivers of patients with Dementia: A randomized controlled trial. J Inf Sci 2022. [DOI: 10.1177/01655515221081353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study aimed to evaluate the efficacy of a web-based health information intervention on knowledge, care burden and attitudes of family caregivers of patients with dementia. This study is a unblinded randomised controlled trial. The study population consisted of family caregivers of patients with dementia ( n = 50) which were randomly allocated to the intervention group (access to the web-based health information) or control group (access to information as usual). The participants completed knowledge, care burden and attitude questionnaire at baseline and at two months follow-up. A total of 50 caregivers participated in this study. Before the intervention, there was no statistically significant difference between the knowledge, care burden and attitude score between the two groups ( p > 0.001). In comparison to the control group after the intervention, participants in the intervention group showed significant improvements in all outcomes ( p < 0.001). These findings provide further evidence that web-based information interventions helped caregivers feel more confident, empathetic and concerned about dementia care with less care burden.
Collapse
Affiliation(s)
- Simin Salehinejad
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Nazanin Jannati
- Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon Canada
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Mohammad Azami
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Moghaddameh Mirzaee
- Department of Epidemiology and Biostatistics, Kerman University of Medical Sciences, Kerman, Iran
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Kambiz Bahaadinbeigy
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| |
Collapse
|
7
|
The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce. HEALTH EDUCATION 2021. [DOI: 10.1108/he-11-2020-0109] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.
Collapse
|