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Berning MJ, Parkinson A, Tessier KM, Pejsa L, McCarthy TC, Ratner ER. Effect of a dementia friends information session on health professional students' attitudes and knowledge related to dementia. Gerontol Geriatr Educ 2023; 44:185-195. [PMID: 36189977 PMCID: PMC10067531 DOI: 10.1080/02701960.2022.2123319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Despite the growing prevalence of dementia, few models of training for health professional students on this topic have been formally evaluated or widely disseminated. The Dementia Friends (DF) initiative is part of a global movement to improve the way people think, act, and talk about dementia. The impact of these sessions on the dementia-related knowledge and attitudes of health professional trainees has not been adequately assessed. Health professional students (medicine n = 70, physical therapy n = 30, pharmacy n = 28) participated in one-hour DF information sessions, offered in-person or via videoconference. The Dementia Attitudes Scale (DAS), a validated 20-item questionnaire, was administered before and after each session. Pre- and post-session DAS scores were compared using a paired t-test. Students' dementia-friendly action plans were analyzed qualitatively. Of 128 students, 102 (80%) completed both the pre- and post-DAS. The mean DAS score increased significantly from 105.8 (12.3) to 120.8 (10.5) following the DF sessions (p < .001). Students' dementia-friendly action plans included improving communication, promoting quality of life, and learning more about dementia. The DF information session model significantly increased the knowledge and positive attitudes of health professional students toward those living with dementia. Further use and study of this model is appropriate.
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Affiliation(s)
| | - Amy Parkinson
- University of Minnesota Medical School, Minneapolis, Minnesota, USA
| | - Katelyn M Tessier
- Masonic Cancer Center Biostatistics Core, University of Minnesota Medical School, Minneapolis, Minnesota, USA
| | - Laura Pejsa
- University of Minnesota Medical School, Minneapolis, Minnesota, USA
- University of Minnesota National Center for Interprofessional Practice & Education, Minneapolis, Minnesota, USA
| | - Teresa C McCarthy
- University of Minnesota Medical School, Minneapolis, Minnesota, USA
- Department of Family Medicine and Community Health, University of Minnesota, Minneapolis, Minnesota, USA
| | - Edward R Ratner
- University of Minnesota Medical School, Minneapolis, Minnesota, USA
- Geriatric Research Education Clinical Center, Minneapolis VA Health Care System, Minneapolis, Minnesota, USA
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Dodd S, Carter G, Christie A, Mitchell G. Exploring nurse and nursing student experience of using an artist-produced photobook to learn about dementia. BMC Nurs 2022; 21:237. [PMID: 36008807 PMCID: PMC9406272 DOI: 10.1186/s12912-022-00991-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 07/12/2022] [Indexed: 11/21/2022] Open
Abstract
Background Improving understanding about dementia in nursing is a priority area for educators and policymakers. This is due to poor professional understanding about dementia and suboptimal healthcare practice. While many educational interventions exist, there has been a paucity of research which has considered the use of artist-produced photobooks to improve knowledge and understanding about dementia. The aim of this study is to understand the impact of an artist-produced photobook on nurses’ attitudes and beliefs about dementia. Results Following a thematic analysis of four focus group interviews with 22 nurses and nursing students from Northern Ireland, three themes emerged. Theme one was about how the artist-produced photobook helped participants to humanise the person living with dementia. Theme two related to how the artist-produced photobook supported participants to actively construct their own meanings about dementia based on their previous professional and personal experiences. Theme three explored how an artist-produced photobook could be successfully used to complement existing dementia education in the future. Conclusions Using an artist-produced photobook was an innovative way to learn about dementia for nurses and nursing students. The photobook functioned as a tool underpinned by arts-based pedagogy (ABP), supporting nurses to understand the person behind the dementia disease. As such, an artist-produced photobook has the potential to be a useful complementary resource for supporting professional education about dementia. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00991-2.
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Affiliation(s)
- Savannah Dodd
- School of History, Anthropology, Philosophy, and Politics, Queen's University Belfast, 25 University Square, County Antrim, Belfast, BT7 1NN, Northern Ireland, UK.
| | - Gillian Carter
- School of Nursing and Midwifery, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, County Antrim, Belfast, BT9 7BL, Northern Ireland, UK
| | - Andrena Christie
- School of Nursing and Midwifery, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, County Antrim, Belfast, BT9 7BL, Northern Ireland, UK
| | - Gary Mitchell
- School of Nursing and Midwifery, Medical Biology Centre, Queen's University Belfast, 97 Lisburn Road, County Antrim, Belfast, BT9 7BL, Northern Ireland, UK
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Muirhead K, Macaden L, Smyth K, Chandler C, Clarke C, Polson R, O'Malley C. The characteristics of effective technology-enabled dementia education: a systematic review and mixed research synthesis. Syst Rev 2022; 11:34. [PMID: 35197109 PMCID: PMC8865181 DOI: 10.1186/s13643-021-01866-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Accepted: 12/02/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Dementia education is required to address gaps in dementia-specific knowledge among health and social care practitioners amidst increasing dementia prevalence. Harnessing technology for dementia education may remove obstacles to traditional education and empower large communities of learners. This systematic review aimed to establish the technological and pedagogical characteristics associated with effective technology-enabled dementia education for health and social care practitioners. METHODS MEDLINE, PubMed, Web of Science, CINAHL, Scopus, PsycINFO, ERIC and OVID Nursing Database were searched from January 2005 until February 2020. Quantitative, qualitative and mixed methods studies were eligible for inclusion. Study quality was assessed with the Mixed Methods Appraisal Tool. Quantitative evidence was categorised based on Kirkpatrick's Model. Qualitative data was synthesised thematically and integrated with quantitative findings before conclusions were drawn. RESULTS Twenty-one published papers were identified. Participants were acute, primary and long-term care practitioners, or were students in higher education. Most training was internet-based; CD-ROMs, simulations and tele-mentoring were also described. Technology-enabled dementia education was predominantly associated with positive effects on learning outcomes. Case-based instruction was the most frequently described instructional strategy and videos were common modes of information delivery. Qualitative themes emerged as existing strengths and experience; knowledge gaps and uncertainty; developing core competence and expertise; involving relevant others; and optimising feasibility. DISCUSSION Technology-enabled dementia education is likely to improve dementia knowledge, skills and attitudes among health and social care practitioners from multiple practice contexts. Confidence in the results from quantitative studies was undermined by multiple confounding factors that may be difficult to control in the educational research context. Convenience and flexibility are key benefits of technology-enabled instructive and simulated pedagogy that can support the application of theory into practice. More research is required to understand the role of online learning networks and provisions for equitable engagement. A future emphasis on organisational and environmental factors may elucidate the role of technology in ameliorating obstacles to traditional dementia education. SYSTEMATIC REVIEW REGISTRATION PROSPERO ( CRD42018115378 ).
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Affiliation(s)
- Kevin Muirhead
- Department of Nursing & Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK.
| | - Leah Macaden
- Department of Nursing & Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Keith Smyth
- Learning and Teaching Academy, University of the Highlands and Islands, An Lòchran, Inverness Campus, Inverness, IV2 5NA, UK
| | - Colin Chandler
- School of Health in Social Science, University of Edinburgh, Buccleuch Place, Edinburgh, EH8 9LN, UK
| | - Charlotte Clarke
- Faculty of Social Sciences and Health, Durham University, Arthur Holmes Building, Lower Mountjoy, South Road, Durham, DH1 3LE, UK
| | - Rob Polson
- Highland Health Sciences Library, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Chris O'Malley
- Highland Health Sciences Library, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
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Muirhead K, Macaden L, Smyth K, Chandler C, Clarke C, Polson R, O'Malley C. Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review. Syst Rev 2021; 10:252. [PMID: 34548101 PMCID: PMC8452826 DOI: 10.1186/s13643-021-01781-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Accepted: 07/28/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Dementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick's Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results. METHODS MEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis. RESULTS We identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education. DISCUSSION Future emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics. SYSTEMATIC REVIEW REGISTRATION This systematic review is based on a protocol registered with PROSPERO ( CRD42018115378 ).
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Affiliation(s)
- Kevin Muirhead
- Department of Nursing & Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK.
| | - Leah Macaden
- Department of Nursing & Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Keith Smyth
- Learning and Teaching Academy, University of the Highlands and Islands, An Lòchran, Inverness Campus, Inverness, IV2 5NA, UK
| | - Colin Chandler
- School of Health in Social Science, University of Edinburgh, Buccleuch Place, Edinburgh, EH8 9LN, UK
| | - Charlotte Clarke
- Faculty of Social Sciences and Health, Durham University, Arthur Holmes Building, Lower Mountjoy, South Road, Durham, DH1 3LE, UK
| | - Rob Polson
- Highland Health Sciences Library, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Chris O'Malley
- Highland Health Sciences Library, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
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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 Med Educ 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] [What about the content of this article? (0)] [Affiliation(s)] [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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Yous ML, Ploeg J, Kaasalainen S, Martin LS. Healthcare professionals' perceptions of P.I.E.C.E.S. education in supporting care delivery for older adults with responsive behaviours of dementia in acute care. Gerontol Geriatr Educ 2020; 41:32-51. [PMID: 30704367 DOI: 10.1080/02701960.2019.1572011] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Introduction: In acute care settings persons with dementia often use responsive behaviours such as yelling and hitting as a meaningful mode of communication. Staff dementia care education programs such as P.I.E.C.E.S. may help to address these gaps in care. P.I.E.C.E.S. is a holistic clinical assessment framework that focuses on Physical, Intellectual, and Emotional health, Capabilities of an individual, and the living Environment of a person and the Social being.Aims: The aim of this interpretive descriptive study was to explore the perceptions of healthcare professionals of P.I.E.C.E.S. and recommendations to enhance its uptake.Methods: A total of 15 healthcare professionals from acute medical settings in a hospital in Ontario participated in face-to-face, semi-structured interviews. Experiential thematic and secondary data analyses were performed.Findings: P.I.E.C.E.S. had many positive perceived impacts such as promoting interdisciplinary collaboration. However, participants reported that it was challenging to sustain P.I.E.C.E.S. in practice which led to a tapering off of it approximately one year post-education. A barrier to applying P.I.E.C.E.S. was limited time.Conclusions: Findings indicate the need for educational reinforcements and sustainability strategies for dementia care programs in acute care settings. Organizations should implement regular interdisciplinary meetings to provide opportunities for staff to apply P.I.E.C.E.S.
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Affiliation(s)
- Marie-Lee Yous
- School of Nursing, McMaster University, Hamilton, ON, Canada
| | - Jenny Ploeg
- School of Nursing, Scientific Director, Aging, Community and Health Research Unit, Faculty of Health Sciences and Associate Member, Department of Health, Aging and Society, McMaster University, Hamilton, ON, Canada
| | | | - Lori Schindel Martin
- Faculty of Community Services, Daphne Cockwell School of Nursing, Ryerson University, Toronto, ON, Canada
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Muirhead K, Macaden L, Clarke C, Smyth K, Polson R, O'Malley C. The characteristics of effective technology-enabled dementia education for health and social care practitioners: protocol for a mixed studies systematic review. Syst Rev 2019; 8:316. [PMID: 31810480 PMCID: PMC6896733 DOI: 10.1186/s13643-019-1212-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Accepted: 10/23/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The global prevalence of people living with dementia is expected to increase exponentially and yet evidence suggests gaps in dementia-specific knowledge amongst practitioners. Evidence-based learning approaches can support educators and learners who are transitioning into new educational paradigms resulting from technological advances. Technology-enabled learning is increasingly being used in health care education and may be a feasible approach to dementia education. METHODS This protocol aims to describe the methodological and analytical approaches for undertaking a systematic review of the current evidence based on technology-enabled approaches to dementia education for health and social care practitioners. The design and methodology were informed by guidelines from the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols. DISCUSSION The evidence generated from a systematic review of the current evidence is intended to inform the design and implementation of technology-enabled dementia education programmes and to advance the current academic literature at a time of unprecedented demographic and technological transition. TRIAL REGISTRATION PROSPERO, CRD42018115378.
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Affiliation(s)
- Kevin Muirhead
- Department of Nursing and Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK.
| | - Leah Macaden
- Department of Nursing and Midwifery, School of Health, Social Care & Life Sciences, University of the Highlands and Islands, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Charlotte Clarke
- School of Health in Social Science, University of Edinburgh, Teviot Place, Edinburgh, EH8 9AG, UK
| | - Keith Smyth
- Learning and Teaching Academy, University of the Highlands and Islands, Ness Walk, Inverness, IV3 5SQ, UK
| | - Rob Polson
- Highland Health Sciences Library, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
| | - Chris O'Malley
- Highland Health Sciences Library, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH, UK
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Mason R, Doherty K, Eccleston C, Annear M, Lo A, Tierney L, McInerney F, Robinson A. General practitioners attitude and confidence scale for dementia (GPACS-D): confirmatory factor analysis and comparative subscale scores among GPs and supervisors. BMC Fam Pract 2019; 20:6. [PMID: 30621599 PMCID: PMC6323804 DOI: 10.1186/s12875-018-0896-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Accepted: 12/26/2018] [Indexed: 11/10/2022]
Abstract
BACKGROUND The attitude of General Practitioner's (GP's) towards dementia and confidence in their clinical abilities impacts on diagnosis rates and management of the condition. The purpose of the present research is to refine and confirm the reliability and validity of the General Practitioner Attitudes and Confidence Scale for Dementia (GPACS-D) as a tool to measure confidence and attitude. METHODS A sample of 194 GP volunteers attending dementia education workshops were recruited to complete the GPACS-D before and after the workshop. Volunteer respondents comprised both GP Registrars and GP Supervisors. Analyses included Confirmatory Factor Analysis (CFA), measures of internal consistency, Pearson correlations, and a comparison of subscale scores between cohorts (T-Test for independent samples). RESULTS Findings of the CFA support a 15-item, 3-factor model with four items removed due to poor performance and one item moved between factors. The resultant model exhibited good fit (x2 = 103.88; p = .105; RMSEA = .032; PCLOSE = .915; CFI = .967; TLI = 960), with acceptable internal consistency. Subscales exhibited clear discriminant validity with no underlying relationships between subscales. Finally, total and subscale scores exhibited good discrimination between groups who would be expected to score differently based on experience and level of exposure to dementia. CONCLUSION The 15-item, 3-subscale GPACS-D is a reliable and valid measure of GP confidence and attitudes toward dementia. The subscales clearly distinguish between groups who might be expected to score differently from each other based on their training or professional experiences. The psychometric properties of the GPACS-D support its use as a research tool.
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Affiliation(s)
- Ron Mason
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania Private Bag 143, Hobart, Tasmania, 7001, Australia.
| | - Kathleen Doherty
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania Private Bag 143, Hobart, Tasmania, 7001, Australia
| | - Claire Eccleston
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania Private Bag 143, Hobart, Tasmania, 7001, Australia
| | - Michael Annear
- Department of Health and Physical Education, International Christian University, 3-10-2 Osawa, Mitaka City, Tokyo, 181-001, Japan
| | - Amanda Lo
- School of Medicine, College of Health and Medicine, University of Tasmania Private Bag 34, Hobart, Tasmania, 7001, Australia
| | - Laura Tierney
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania Private Bag 143, Hobart, Tasmania, 7001, Australia
| | - Fran McInerney
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania Private Bag 143, Hobart, Tasmania, 7001, Australia
| | - Andrew Robinson
- Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania Private Bag 143, Hobart, Tasmania, 7001, Australia
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Dingwall L, Fenton J, Kelly TB, Lee J. Sliding doors: Did drama-based inter-professional education improve the tensions round person-centred nursing and social care delivery for people with dementia: A mixed method exploratory study. Nurse Educ Today 2017; 51:1-7. [PMID: 28088047 DOI: 10.1016/j.nedt.2016.12.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2015] [Revised: 11/25/2016] [Accepted: 12/13/2016] [Indexed: 06/06/2023]
Abstract
This educational intervention takes place when the population of older people with dementia is increasing. Health and Social care professionals must work jointly in increasingly complex contexts. Negative attitudes towards older people are cited as a contributor to poor care delivery, including the use of dismissive and/or patronising language, failing to meet fundamental needs and afford choice. 'Sliding Doors to Personal Futures' is a joint, drama-based, educational initiative between NHS Education Scotland and the Scottish Social Services Council, delivered using interprofessional education (IPE) towards encouraging person-centred health and social care. This paper considers whether 'Sliding Doors' had an impact on social work and nursing students' attitudes to older people, person-centred care and interprofessional collaboration. Two groups of third year students were studied; one from nursing and one from social work. A mixed methods approach was taken and attitudes and attitudinal shifts measured and discussed. Quantitative results demonstrated that social work students made positive attitudinal shifts in some questionnaire items and collectively the social work students were more person-centred than nursing students in their care approaches. The qualitative data however, drawn from focus groups, illuminated these results and highlighted the link between the ability for a professional to be person-centred and the conceptual view of risk within the particular profession. Risk acceptance, the theoretical position of social work, may facilitate person-centred care, whereas the perceived risk-averse nature of the nursing profession may inhibit it. Students' attempts to understand the quantitative results, without understanding the restrictions and parameters of each other's profession, led them to revert to stereotypes and negative views of each other as practitioners. The paper concludes that there is an important difference between nurses' and social workers' frames of reference. It is suggested that IPE in its current form will not impact positively on outcomes for older people, unless both professions can openly acknowledge the reality of their professional contexts and develop an understanding of each other's professional restrictions, opportunities and aspirations.
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Affiliation(s)
- Lindsay Dingwall
- NHS Tayside/School of Nursing & Health Sciences, University of Dundee, Dundee, Scotland, United Kingdom.
| | - Jane Fenton
- University of Dundee, Dundee, Scotland, United Kingdom
| | | | - John Lee
- School of Nursing & Health Sciences, University of Dundee, Dundee, Scotland, United Kingdom
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Wang Y, Xiao LD, Ullah S, He GP, De Bellis A. Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial. Nurse Educ Today 2017; 49:1-7. [PMID: 27855297 DOI: 10.1016/j.nedt.2016.10.016] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 10/16/2016] [Accepted: 10/31/2016] [Indexed: 05/15/2023]
Abstract
BACKGROUND The lack of dementia education programmes for health professionals in primary care is one of the major factors contributing to the unmet demand for dementia care services. AIMS To determine the effectiveness of a nurse-led dementia education and knowledge translation programme for health professionals in primary care; participants' satisfaction with the programme; and to understand participants' perceptions of and experiences in the programme. DESIGN A cluster randomized controlled trial was used as the main methodology to evaluate health professionals' knowledge, attitudes and care approach. Focus groups were used at the end of the project to understand health professionals' perceptions of and experiences in the programme. PARTICIPANTS AND SETTINGS Fourteen community health service centres in a province in China participated in the study. Seven centres were randomly assigned to the intervention or control group respectively and 85 health professionals in each group completed the programme. METHODS A train-the-trainer model was used to implement a dementia education and knowledge translation programme. Outcome variables were measured at baseline, on the completion of the programme and at 3-month follow-up. A mixed effect linear regression model was applied to compare the significant differences of outcome measures over time between the two groups. Focus groups were guided by four semi-structured questions and analysed using content analysis. RESULTS Findings revealed significant effects of the education and knowledge translation programme on participants' knowledge, attitudes and a person-centred care approach. Focus groups confirmed that the programme had a positive impact on dementia care practice. CONCLUSIONS A dementia education and knowledge translation programme for health professionals in primary care has positive effects on their knowledge, attitudes, care approach and care practice.
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Affiliation(s)
- Yao Wang
- Xiang Ya Nursing School, Central South University, Changsha, Hunan Province, China; School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
| | - Lily Dongxia Xiao
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
| | - Shahid Ullah
- ANZDATA and ANZOD Registry, South Australian Health and Medical Research Institute (SAHMRI), Adelaide, South Australia, Australia.
| | - Guo-Ping He
- Xiang Ya Nursing School, Central South University, Changsha, Hunan Province, China.
| | - Anita De Bellis
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
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Mason RL, Annear MJ, Lo A, McInerney F, Tierney LT, Robinson AL. Development and preliminary psychometric properties of the General Practitioner Attitudes and Confidence Scale (GPACS-D) for dementia. BMC Fam Pract 2016; 17:105. [PMID: 27492339 PMCID: PMC4973552 DOI: 10.1186/s12875-016-0506-z] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/04/2016] [Accepted: 07/28/2016] [Indexed: 11/19/2022]
Abstract
Background International evidence suggests that dementia is under–diagnosed in the community and that General Practitioners (GPs) are often reluctant to engage to their fullest capability with patients who exhibit cognitive symptoms. This is potentially reflected by a lack of GP knowledge about the syndrome. However, it is also recognised that attitudes and confidence are important in relation to how and to what extent a GP approaches a person with dementia. This research sought to develop a reliable and valid measure of GPs attitudes and confidence towards dementia. Methods The General Practitioner Attitudes and Confidence Scale for Dementia (GPACS–D) was developed via a four stage process, including initial content development, pretesting, pilot testing and psychometric evaluation, including Principal Component Analysis (PCA). Participants were recruited for pre–testing (n = 12), test–retest (n = 55), and dementia workshop pre–and post–education evaluation (n = 215). Results The process of scale development and psychometric evaluation resulted in a 20-item measure of GP attitudes and confidence towards dementia, with 4 items removed due to poor reliability, low sensitivity, or lack of model fit. Among 55 respondents who completed the scale on two occasions with no intervening education, Kappa coefficient scores per item ranged from fair (n = 2, candidates for removal), moderate (n = 5), substantial (n = 15), and almost perfect (n = 2). A test of the sensitivity of item scores to change following dementia education among 215 GPs indicated that, with the exception of one item, all scale responses exhibited significant differences between pre–and post–workshop scores, indicating acceptable sensitivity. With one further item removed due to a low communality score, the final PCA undertaken with the remaining 20 items supports a four–component solution, which accounted for 51.9 % of the total variance. Conclusion The GPACS–D provides a reliable and preliminarily valid measure of GP attitudes and confidence towards dementia. The scales provide useful information for medical educators and researchers who are interested in evaluating and intervening in GP perceptions of the syndrome and their capacity to provide effective care.
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Affiliation(s)
- Ron L Mason
- Wicking Dementia Research and Education Centre, University of Tasmania, Private Bag 143, Hobart, TAS, 7001, Australia.
| | - Michael J Annear
- Wicking Dementia Research and Education Centre, University of Tasmania, Private Bag 143, Hobart, TAS, 7001, Australia
| | - Amanda Lo
- Wicking Dementia Research and Education Centre, University of Tasmania, Private Bag 143, Hobart, TAS, 7001, Australia.,School of Medicine, Faculty of Health, University of Tasmania, Private Bag 34, Hobart, TAS, 7001, Australia
| | - Fran McInerney
- Wicking Dementia Research and Education Centre, University of Tasmania, Private Bag 143, Hobart, TAS, 7001, Australia
| | - Laura T Tierney
- Wicking Dementia Research and Education Centre, University of Tasmania, Private Bag 143, Hobart, TAS, 7001, Australia
| | - Andrew L Robinson
- Wicking Dementia Research and Education Centre, University of Tasmania, Private Bag 143, Hobart, TAS, 7001, Australia.,School of Health Sciences, Faculty of Health, University of Tasmania, Private Bag 135, Hobart, TAS, 7001, Australia
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