Dementia care education interventions on healthcare providers' outcomes in the nursing home setting: A systematic review

Zhao, Yayi; Liu, Li; Chan, Helen Yue Lai

doi:10.1002/nur.22180

Cited by 13 publications

(18 citation statements)

References 60 publications

(167 reference statements)

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“…To fill this gap, a culturally specific dementia care education, namely, DEmentia Competence Education for Nursing home Taskforce (DECENT) programme, was developed based on the Medical Research Council framework for developing and evaluating complex interventions [ 32 ]. The content of the DECENT programme ( Table S1 ) was obtained from research evidence on staff educational programmes for dementia care in nursing home settings through a systematic review [ 33 ], competency frameworks for dementia care workforce, and current practice gaps and training needs identified through an exploratory qualitative study on nursing homes in China [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Feasibility of a Culturally Specific DEmentia Competence Education for Nursing Home Taskforce (DECENT) Programme: A Mixed-Method Approach

Zhao

Ding

Liu

et al. 2022

IJERPH

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Although educational resources have been developed to build staff‘s dementia care competence in Western culture, their applicability and cultural relevance to the Chinese population are questionable. To address this gap, the DEmentia Competence Education for Nursing home Taskforce (DECENT) programme was developed and tailored to Chinese staff. This study aimed to evaluate the feasibility and preliminary effects of the DECENT programme. A one-group pretest–posttest study, embedded with a qualitative component, was conducted among 12 healthcare professionals. The DECENT programme comprised eight topics covering essential competencies in dementia care. It was delivered face-to-face by a qualified educator once per week for 60–90 min over 8 weeks. Outcomes were measured at baseline and immediately post-intervention. A satisfaction survey and individual interviews were conducted post-intervention to understand participants’ perceptions and experience with the intervention. Nine participants finished the post-intervention assessment. Except for staff’s attitudes towards people with dementia, quantitative findings generally demonstrated positive changes following the intervention. Three categories were identified from the qualitative data: well-developed programme, perceived benefits, and barriers. The findings showed that the DECENT programme is feasible and is perceived by nursing home staff as relevant and useful to daily practice. A larger-scale study is needed to evaluate its effectiveness.

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Section: Introductionmentioning

confidence: 99%

Feasibility of a Culturally Specific DEmentia Competence Education for Nursing Home Taskforce (DECENT) Programme: A Mixed-Method Approach

Zhao

Ding

Liu

et al. 2022

IJERPH

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“…Even though various training interventions have been developed, there is no general consensus on the key elements that sufficiently prepare nursing home staff for dementia care. 14 The adequate training of nursing staff continues to be an international issue of concern for the provision of high-quality dementia care. 15 For example, the World Health Organization 16 (WHO) highlights training as a crucial element of the 2017-2025 Global Action Plan for the public health response to dementia.…”

Section: Introductionmentioning

confidence: 99%

The impact of a training intervention on nursing care for people with dementia in long-term care: A quasi-experimental study

Piirainen

Pesonen

Siira

et al. 2022

Nordic Journal of Nursing Research

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Various dementia training interventions have been developed for nursing staff, but there is inconclusive evidence on their effectiveness and which elements are key to positive outcomes. The aim of this study was to evaluate how nurses assess the prevalence of challenging behavior of people with dementia, nursing staff members’ responses to challenging behavior, and nurses’ competence, before the training and three and 12 months after the training. The main content of the training intervention was advancing person-centered care and its development. Data were collected through a survey of nursing staff ( n = 127) at two Finnish nursing homes across three distinct time points. The TREND statement was used to enhance the quality and transparency of the research. The prevalence of challenging behavior in the experimental group significantly decreased one year after training, while no change was observed in the control group. No change in nursing staff members’ responses to challenging behavior was observed in either group over the study period. Nurses in the experimental group demonstrated significant improvements in self-assessed competence both three months and one year after the training intervention. Hence, regular nursing staff training can decrease the prevalence of challenging behavior among older people with dementia and enhance nurses’ competence in nursing. The support of supervisors plays a significant role in these changes.

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“…However, BPSD has been only a partial session on web-based dementia education, being less than speci cally focused on BPSD care [13]. Since 80% of the residents with dementia in LTCFs show more than one symptom of BPSD, developing an effective web-based education centered on BPSD would improve the quality of dementia care practice and residents' quality of life [14,15].…”

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confidence: 99%

“…They share the common duty of providing direct care to the residents with BPSD, but as their professions are different, their educational background and needs also differ [10]. However, webbased education has been mostly limited to assisting face-to-face lectures by providing digital materials such as video [13,16]. Such limited web-based education, which delivers only uniform information, neither considers the learners' various educational backgrounds and needs nor provides opportunities for communication between educators and learners [13].…”

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confidence: 99%

“…However, webbased education has been mostly limited to assisting face-to-face lectures by providing digital materials such as video [13,16]. Such limited web-based education, which delivers only uniform information, neither considers the learners' various educational backgrounds and needs nor provides opportunities for communication between educators and learners [13]. In addition, although a web-based education that has a speci c pedagogical basis and educational framework could effectively improve nursing practice in LTCFs, most such programs had no theoretical basis [6, 13,17].…”

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confidence: 99%

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Towards web-based adaptive learning on the behavioral and psychological symptoms of dementia care for nursing staff of long-term care facilities: A quasi-experimental study

Kim

Choi

Lee

et al. 2023

Preprint

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Background Continuing education in long-term care facilities (LTCFs) is faced with a transition to distance learning, such as web-based education, as demonstrated during the COVID-19 pandemic. As behavioral and psychological symptoms of dementia (BPSD) are managed by integrative direct care of nursing staff that includes nurses, nursing assistants, and care workers whose educational background and needs are diverse, an effective and efficient web-based education with concrete pedagogical and theoretical basis is needed. In this context, adaptive learning could be considered an innovative educational strategy that enables individual approaches to focus on only the necessary elements by adapting time and content according to individual needs. Therefore, we aimed to develop an adaptive learning web-based BPSD education system for LTCFs nursing staff.Methods The adaptive learning web-based BPSD education was developed based on the frameworks of BPSD education and adaptive learning models. The system was developed as a Google Chrome-based website with an embedded artificial intelligence chatbot that promoted an interactive learning experience. The educational program was evaluated with a multisite single-blinded quasi-experimental design. The experimental group (N = 28) received an adaptive learning system that allowed learners to adapt the educational content according to their prior knowledge. The control group (N = 30) received a web-based learning system that could not be adapted.Results All components of learning effectiveness, including BPSD competence, BPSD knowledge, and self-efficacy, were significantly improved in the experimental group compared with the control group (p = .036; p = .003; and p = .002; respectively). System satisfaction was significantly higher in the experimental group than in the control group (p = .002), and 75% of the participants in the experimental group actively adapted their individual educational contents.Conclusions This study developed and evaluated an adaptive learning web-based BPSD education system for LTCF nursing staff. From a pedagogical theory and educational framework basis, it was identified that the adaptive learning system had positive outcomes on learning and system effectiveness, which suggest an innovative strategy toward a ‘new normal’ education for nursing staff of LTCFs in the post-COIVD-19 era.

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Dementia care education interventions on healthcare providers' outcomes in the nursing home setting: A systematic review

Cited by 13 publications

References 60 publications

Feasibility of a Culturally Specific DEmentia Competence Education for Nursing Home Taskforce (DECENT) Programme: A Mixed-Method Approach

Feasibility of a Culturally Specific DEmentia Competence Education for Nursing Home Taskforce (DECENT) Programme: A Mixed-Method Approach

The impact of a training intervention on nursing care for people with dementia in long-term care: A quasi-experimental study

Towards web-based adaptive learning on the behavioral and psychological symptoms of dementia care for nursing staff of long-term care facilities: A quasi-experimental study

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