Teaching and learning about dementia care among undergraduate nursing students: A scoping review

Cariñanos-Ayala, Susana; Arrue, Marta; Zarandona, Jagoba

doi:10.1016/j.nepr.2022.103326

Cited by 10 publications

(3 citation statements)

References 36 publications

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“…Studies on simulation have rarely used higher levels of learning such as behaviour and results (Johnston et al., 2018; Santomauro et al., 2020). In the context of dementia care, simulations to promote the experience of living with dementia has successfully increased dementia knowledge and empathy and studies targeting nursing care have also demonstrated improvement in self‐rated communication skills, self‐efficacy, and critical thinking using pre‐post designs and student role‐play (Cariñanos‐Ayala et al., 2022). Despite these positive outcomes, simulation has yet to be linked to nurse behaviour or patient outcomes.…”

Section: Discussionmentioning

confidence: 99%

Is elderspeak communication in simulated hospital dementia care congruent to communication in actual patient care? A mixed‐methods pilot study

Shaw,

Knox,

Bair

et al. 2024

Journal of Clinical Nursing

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AimsSimulation offers a feasible modality to prepare nurses for challenges communicating with patients with dementia. Elderspeak communication is speech that sounds like baby talk and can lead to rejection of care by patients with dementia. However, it is unknown if simulation can be used to capture elderspeak communication in dementia care. The purpose of this mixed‐methods study was to determine if simulation accurately captures elderspeak communication by nursing staff in hospital dementia care.DesignA 3‐part mixed‐methods design in which (1) three dementia care simulations were designed and validated by a panel of experts, (2) communication by nursing staff completing each simulation was quantitatively compared to communication during actual patient care, and (3) views on the realism were explored using within‐ and across‐case coding.MethodsThree simulations using different modalities (manikin, role‐play, and standardised patient) were designed and validated with eight experts using the Lynn Method. Ten nursing staff were audio‐recorded and their communication was coded for elderspeak communication. Results for each simulation were compared using Wilcoxon signed‐rank test to recordings taken during actual dementia care encounters. Debriefings were coded for realism and results were converged.ResultsThe average time using elderspeak during naturalistic care was 29.9% (SD = 20.9%) which did not differ from the average amount of elderspeak used across the three simulations modalities which ranged from 29.1% to 30.4%. Qualitative results suggested a lack of realism with the manikin condition and the nursing staff indicated preference for the simulation with the standardised patient.ConclusionsCommunication elicited in the dementia care simulations was congruent to communication produced in actual dementia care but preference was for the standardised patient.Implications for Patient CareElderspeak communication can be accurately produced in the simulated environment which indicates that simulation is a valid method for person‐centred communication training in nursing staff.Impact Simulation offers a feasible modality to prepare nurses for challenges communicating with patients with dementia. Elderspeak communication is speech that sounds like baby talk and can lead to rejection of care by patients with dementia. However, it is unknown if simulation can be used to capture elderspeak communication in dementia care. Elderspeak communication captured in the simulated environment was congruent to communication nursing staff use during actual patient care to hospitalised persons living with dementia. This study empirically identifies that communication is elicited in similar patterns by nursing staff in the simulated environment compared to the naturalistic care environment which demonstrates that simulation can be used as a valid tool for education and research on person‐centred communication. Reporting MethodsSTROBE.Patient or Public ContributionNo Patient or Public Contribution.

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Section: Discussionmentioning

confidence: 99%

Is elderspeak communication in simulated hospital dementia care congruent to communication in actual patient care? A mixed‐methods pilot study

Shaw,

Knox,

Bair

et al. 2024

Journal of Clinical Nursing

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“…In one study in 2016 conducted by Kimzey, nursing students who received clinical experience in AD care had improved knowledge about AD, compared to those who engaged only in an online module or those who received no dementia-speci c intervention [18]. Other researches have suggested that evidence-based educational interventions for dementia care, and proper clinical placement could signi cantly strengthen nursing students' preparedness in dementia care [4,9,19].…”

Section: Discussionmentioning

confidence: 99%

Knowledge and attitudes about dementia among nursing students in Vietnam: a cross sectional study

Pham,

Do,

et al. 2024

Preprint

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Introduction: Dementia is one of the most pressing health concerns in ageing population, posing significant burdens not only on the well-being and independence of people with dementia (PWD), but also on their families and communities. Building capacity for nursing students is essential for effectively enhancing the quality of life for affected people. However, various studies have highlighted knowledge gaps concerning dementia among nursing students worldwide. This study aimed to examine knowledge and attitude preparedness for dementia care among nursing students in Vietnam and associated factors. Methods We used cross-sectional study design with four medical schools in northern, central and southern Vietnam which were selected based on convenience. Participants included full-time diploma senior nursing students (N = 600). A self-administered questionnaire consisted of 34 true-false questions evaluating students’ knowledge about dementia (ADKS) and 20 items using a 5-point Likert scale assessing their attitudes toward dementia (DAS). The tools were piloted and validated with 60 students with good internal reliability. Results Nursing students exhibited insufficient knowledge of dementia but displayed positive attitudes towards dementia. Engaging four-year diploma (β = 0.501), being female (β = 0.827), and achieving greater academic performance (β = 0.795) statistically influenced nursing students’ knowledge of dementia (p < 0.05). Similarly, being female (β = 2.179), and possessing better knowledge of dementia (β = 2.740) statistically effected nursing students’ attitude toward dementia (p < 0.05). Conclusions Students with greater academic achievement and females demonstrated better knowledge and attitudes toward dementia. To better nursing students’ preparedness for dementia care, education on dementia care, especially practical training should be paid more attention.

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“…Particularly, while the Prime Minister’s Challenge on Dementia 2020 lays out 50 pledges under four themes to reduce risk, improve health and care, create awareness and social action and promote research in dementia (Department of Health, 2016 ), it does not mention professional nursing training as one of the initiatives to improve dementia care. Nurses bear a significant care burden for people with dementia, and it has been suggested that the standards of dementia education in nursing curricula are either inadequate or not standardised (Pulsford et al, 2007 ; Collier et al, 2015 ; Cariñanos-Ayala et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Dementia: A call for a paradigm shift in pre-registration nurse education

Tuffour,

Ganga

2023

Camb. prisms Glob. ment. health

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Dementia is a progressive brain disorder that affects memory, thinking and behaviour. It is a major global public health concern, with an estimated 55 million people worldwide living with the condition. In the UK, there is an estimated 944,000 people with dementia. This number is expected to double by 2050. Dementia is a major cause of disability and dependency, and it places a significant burden on families and carers. The current level of dementia education in preregistration nursing programmes in the UK is inadequate. There are no pre-registration nursing educational programmes that offer dementia as a speciality. This is a major concern, as nurses are the primary providers of care to people with dementia. This article argues that dementia should be established as a branch of pre-registration nursing education that leads to a Registered Nurse (RN) -Dementia. This could help to address the shortage of specialist dementia nurses in the country. This article provides an important suggestion for countries with a shortage of specialist dementia nurses to consider establishing a stand-alone pre-registration branch of dementia nurse education. This would result in a more specialised workforce with the skills and knowledge to provide high-quality care to people with dementia. Impact statementDementia has become a global public health concern, with a projected increase in its prevalence in the coming years. Yet, the availability of specialist nurses capable of delivering the complex care needed for individuals afflicted by dementia remains limited. There is a shortage of specialist trained dementia nurses in the UK. Moreover, many qualified nurses lack the requisite skills and knowledge to provide person-centred care to dementia patients. This shortcoming can be linked to the absence of comprehensive dementia-focussed curricula within the pre-registration nursing programmes. It is indeed surprising that, despite the escalating demands prompted by an ageing population and the mounting urgency for specialist nursing care amid the dementia epidemic, numerous inquiries and committees tasked with improving nursing education failed to recommend pre-registration nursing programmes that could lead to Registered Nurse (RN) -Dementia. This article advocates for the establishment of a dedicated pre-registration nursing programmes leading to Registered Nurse (RN) -Dementia to address the critical shortage of specialist dementia nurses. The establishment of pre-registration nursing programmes in dementia care would guarantee that nurses are equipped with the indispensable competencies to provide person-centred and preventive care. Ultimately, it is hoped that this article will serve as a catalyst for countries confronting a shortage of specialist dementia nurses to consider the implementation of a pre-registration nursing programmes specific to dementia care to alleviate these problems.

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Teaching and learning about dementia care among undergraduate nursing students: A scoping review

Cited by 10 publications

References 36 publications

Is elderspeak communication in simulated hospital dementia care congruent to communication in actual patient care? A mixed‐methods pilot study

Is elderspeak communication in simulated hospital dementia care congruent to communication in actual patient care? A mixed‐methods pilot study

Knowledge and attitudes about dementia among nursing students in Vietnam: a cross sectional study

Dementia: A call for a paradigm shift in pre-registration nurse education

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