Mental Health Training for Nursing Home Staff Using Computer-Based Interactive Video: A 6-Month Randomized Trial

Abstract

Individual, self-paced, interactive video education for nursing home staff resulted in greater compliance and satisfaction with training compared to staff receiving lectures. Knowledge of core concepts was greater for staff of the computer site compared to the staffs of either the lecture or control sites at the end of this 6-month study.

Effectiveness of a training program for carers to recognize depression among older people

“…Carers were taught how to use a simple checklist and how to communicate with older depressed people, senior staff and medical professionals. These results are consistent with previous studies that have focused on training health professionals and carers who worked with elderly depressed people (Moxon et al, 2001;Rosen et al, 2002;Mayall et al, 2004).…”

“…In order to increase recognition rates and treatment of depression in aged care, specific training for professional carers in identifying signs of depression has been recom-mended (NIH Consensus Conference, 1992;Mann et al, 1993;Teresi et al, 2001;Alexopoulos et al, 2002). Several studies have trialed educational interventions for nursing staff to improve detection rates of depression in elderly nursing home residents (Walker and Osgood, 2000;Cuijpers and van Lammeren, 2001;Moxon et al, 2001;Rosen et al, 2002;Boyle et al, 2004;Mayall et al, 2004;Eissis et al, 2005). While there were indications that training on understanding depression and in the use of screening tools may increase staff knowledge and confidence (Walker and Osgood, 2000;Moxon et al, 2001;Boyle et al, 2004;Eissis et al, 2005;Ziervogel et al, 2005), increasing knowledge of depression or training in the use of validated screening tools alone may be insufficient to increase the detection and treatment of depression.…”

Practice Change Interventions in Long-Term Care Facilities: What Works, and Why?

“…Only three of the 40 Type I studies received an effectiveness rating of A (Gozalo, Prakash, Qato, Sloane, & Mor, 2014; Isaksson, Paulsson, Fridlund, & Nederfors, 2000; Ray et al, 1993), and eight (20%) received a rating of B (Avorn & Soumerai, 1992; Bryan, Axelrod, Maxim, Bell, & Jordan, 2002; Daly, Smith, Rusnak, Jones, & Giuliano, 1992; Fossey et al, 2006; Linn, Linn, Stein, & Stein, 1989; Pillemer et al, 2003; Rosen et al, 2002; Smith et al, 1994). Thus, the results of this review lend further support to the assertion that interventions classified as Type I, which primarily use information sharing, are largely ineffective in producing change in LTC care practices.…”

Building capacity and resilience in the dementia care workforce: a systematic review of interventions targeting worker and organizational outcomes

“…Two interventions without staff support found lasting effects (Rosen et al ., 2002; Robison et al ., 2007). All interventions adopted a group educational component to deliver dementia education, in association with other components such as communication or behavioral management strategies.…”

“…Worker outcomes showed improvements for knowledge in general (lasting over time; Rosen et al ., 2002) and also specific knowledge about pain (not maintained to follow-up; Zimmerman et al ., 2010). Satisfaction with training and compliance to attend training were found to be higher for nurses who completed training in using a computer resource about dementia and behavioral management than nurses who attended traditional group training in lecture format (Rosen et al ., 2002). Lasting effects were found for general communication when care workers and their supervisors undertook instructional education on communication, pain, and leadership (Zimmerman et al ., 2010).…”