Ledia Alushi1, John A Hammond2, Julia H Wood3. 1. Faculty of Health, Social Care and Education, Kingston University & St George's University of London, St George's Healthcare NHS Trust, United Kingdom. 2. School of Rehabilitation Sciences, Faculty of Health, Social Care and Education, Kingston University & St George's University of London, United Kingdom. 3. Faculty of Health, Social Care and Education, Kingston University & St George's University of London, United Kingdom. Electronic address: j.wood@sgul.kingston.ac.uk.
Abstract
OBJECTIVES: In an aging society, the number of people living with dementia is rapidly increasing. Health care students receive little input on dementia during their pre-registration education, hence there is a requirement to improve education to work with this client group. The review aimed to focus on education on working with people with dementia for pre-registration healthcare students. DESIGN: A comprehensive review of the literature. DATA SOURCES: Online databases Medline, PsychInfo, CINAHL, Science Direct and PubMed were used. REVIEW METHODS: The studies were selected according to the following criteria: main focus on education and training on working with people with dementia in pre-registration healthcare programs. Reports that described a training program but did not include evaluation were excluded. For inclusion, studies had to be published in English between January 2007 and March 2014. Identified papers were screened and reviewed by the three authors. RESULTS: Nine studies met the inclusion criteria. Most studies were based in North America, predominantly in nursing and medical education. Educational interventions chiefly aimed to improve students' knowledge, comfort level and attitudes toward people with dementia. It was shown that theoretical input alone did not give students the necessary skills to work with people with dementia. Educational interventions were most effective when a practice based experience was preceded by theoretical preparation. CONCLUSION: Most of the findings were positive, demonstrating the potential to improve students' knowledge, attitude and comfort level, however methods and evaluation were not always sufficiently reported, making them difficult to use or replicate. This review highlights the need for studies with rigorous methods to determine evidence based best practice for all those working with people with dementia in order to provide effective care and improve their quality of life.
OBJECTIVES: In an aging society, the number of people living with dementia is rapidly increasing. Health care students receive little input on dementia during their pre-registration education, hence there is a requirement to improve education to work with this client group. The review aimed to focus on education on working with people with dementia for pre-registration healthcare students. DESIGN: A comprehensive review of the literature. DATA SOURCES: Online databases Medline, PsychInfo, CINAHL, Science Direct and PubMed were used. REVIEW METHODS: The studies were selected according to the following criteria: main focus on education and training on working with people with dementia in pre-registration healthcare programs. Reports that described a training program but did not include evaluation were excluded. For inclusion, studies had to be published in English between January 2007 and March 2014. Identified papers were screened and reviewed by the three authors. RESULTS: Nine studies met the inclusion criteria. Most studies were based in North America, predominantly in nursing and medical education. Educational interventions chiefly aimed to improve students' knowledge, comfort level and attitudes toward people with dementia. It was shown that theoretical input alone did not give students the necessary skills to work with people with dementia. Educational interventions were most effective when a practice based experience was preceded by theoretical preparation. CONCLUSION: Most of the findings were positive, demonstrating the potential to improve students' knowledge, attitude and comfort level, however methods and evaluation were not always sufficiently reported, making them difficult to use or replicate. This review highlights the need for studies with rigorous methods to determine evidence based best practice for all those working with people with dementia in order to provide effective care and improve their quality of life.
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