Factors associated with successful dementia education for practitioners in primary care: an in-depth case study

Sass, Cara; Burnley, Natasha; Drury, Michelle; Oyebode, Jan R.; Surr, Claire

doi:10.1186/s12909-019-1833-2

Cited by 15 publications

(11 citation statements)

References 18 publications

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“…The second theme drive from findings was the use of supplements.Research has proven that high doses of individual vitamins, including vitamin B, vitamin D, selenium, other vitamins, and calcium, does not clearly benefit for improving cognition in people who are well-nourished. Coconut oil is being used in the prevention or treatment of Alzheimer"s disease is a topic of immense interest for the researchers; however, no significant research is conducted in this regard up till now (Surr, 2019).…”

Section: Discussion:-mentioning

confidence: 99%

What Interventions Are Effective for Managing Malnutrition in People With Dementia?

Ahmed¹,

Ahmad²,

Chishti³

2020

IJAR

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strategies are widely used with dementia patients for managing the issue ofmalnutrition among them. This literature review is the first systematic and quantitative overview discussing the effects of malnutrition in people with dementia and the interventions that can be taken in this regard to compensate for malnutrition in these people. This research has a strong implication in the field of medical science.

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Section: Discussion:-mentioning

confidence: 99%

What Interventions Are Effective for Managing Malnutrition in People With Dementia?

Ahmed¹,

Ahmad²,

Chishti³

2020

IJAR

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“…Our review showed that some studies are specifically dealing with GP/FM education or training to improve person-centered care (22)(23)(24). However, in most of the studies retained, personcentered care as a learning objective is usually mentioned together with other topics such as shared decision making, comprehensive approach, empowerment, compassionate care, etc.…”

Section: Person-centered Carementioning

confidence: 99%

“…(25)(26)(27)(28)(29)(30)(31). Moreover, person-centered care and these other topics are often seen as indirect objectives to be taught when organizing training programs around themes as dementia, multimorbidity, or clinical care of refugees (22)(23)(24). Gillies pleas for medical humanity as an academic discipline and resource for education (32).…”

Section: Person-centered Carementioning

confidence: 99%

Teaching and Learning Core Values in General Practice/Family Medicine: A Narrative Review

et al. 2021

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General Practice/Family Medicine (GP/FM) is a key discipline within primary health care and so by extension for the whole health care system. An essential condition for effective GP/FM care is a work force that is highly qualified. As society is changing rapidly, a revision of the GP/FM definition is ongoing, in addition to a recent movement of identifying related core values. In this paper, we want to give an overview on how these new paths and perspectives are currently reflected in GP/FM teaching and training. We selected four core values that fit in with possible future visions: person-centered care, continuity of care, cooperation in care, and community-oriented care. By a narrative review, we observed that GP/FM education toward core values is often built around overarching topics. Teaching and learning take place in specific contexts, most of all through placements within communities, primary care settings, or hospital wards. Mixed teaching- and training methods are used combining knowledge, skills, and attitude. Furthermore, collaboration with other health professionals and peers is stressed, in addition to the importance of role models, a holistic focus and the involvement of patients. Since these core values are important within GP/FM and rather few studies on the educational aspects and learning tools were found we advocate encouraging each other more to share good practices, certainly the innovative ones specifically related to GP/FM.

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“…The research took place in a range of health and social care provider organisations in the UK, who were delivering dementia care. These included acute hospitals, Mental Health Trusts, social care services (care homes), and [16][17][18][19] and an overview is presented below.…”

Section: Settingmentioning

confidence: 99%

“…study aimed to investigate the components of effective dementia training and education, and the barriers and facilitators to its implementation. This was achieved through a systematic literature review [3], a national audit of 386 dementia training programmes in the UK [16], a survey of staff who had completed dementia training and ten organisational mixed-methods case studies in acute hospitals (n = 3) [17], mental health Trusts (n = 3), care homes (n = 3) [18], and primary care (n = 1) [19].…”

Section: Introductionmentioning

confidence: 99%

The barriers and facilitators to implementing dementia education and training in health and social care services: a mixed-methods study

Surr

Parveen

Smith

et al. 2020

BMC Health Serv Res

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Background The health and social care workforce requires access to appropriate education and training to provide quality care for people with dementia. Success of a training programme depends on staff ability to put their learning into practice through behaviour change. This study aimed to investigate the barriers and facilitators to implementation of dementia education and training in health and social care services using the Theoretical Domains Framework (TDF) and COM-B model of behaviour change. Methods A mixed-methods design. Participants were dementia training leads, training facilitators, managers and staff who had attended training who worked in UK care homes, acute hospitals, mental health services and primary care settings. Methods were an online audit of care and training providers, online survey of trained staff and individual/group interviews with organisational training leads, training facilitators, staff who had attended dementia training and managers. Data were analysed using descriptive statistics and thematic template analysis. Results Barriers and facilitators were analysed according the COM-B domains. “Capability” factors were not perceived as a significant barrier to training implementation. Factors which supported staff capability included the use of interactive face-to-face training, and training that was relevant to their role. Factors that increased staff “motivation” included skilled facilitation of training, trainees’ desire to learn and the provision of incentives (e.g. attendance during paid working hours, badges/certifications). “Opportunity” factors were most prevalent with lack of resources (time, financial, staffing and environmental) being the biggest perceived barrier to training implementation. The presence or not of external support from families and internal factors such as the organisational culture and its supportiveness of good dementia care and training implementation were also influential. Conclusions A wide range of factors may present as barriers to or facilitators of dementia training implementation and behaviour change for staff. These should be considered by health and social care providers in the context of dementia training design and delivery in order to maximise potential for implementation.

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Factors associated with successful dementia education for practitioners in primary care: an in-depth case study

Cited by 15 publications

References 18 publications

What Interventions Are Effective for Managing Malnutrition in People With Dementia?

What Interventions Are Effective for Managing Malnutrition in People With Dementia?

Teaching and Learning Core Values in General Practice/Family Medicine: A Narrative Review

The barriers and facilitators to implementing dementia education and training in health and social care services: a mixed-methods study

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