Hvalič-Touzery Simona, Skela-Savič Brigita, Macrae Rhoda, Jack-Waugh Anna, Tolson Debbie, Hellström Amanda, de Abreu Wilson, Pesjak Katja
Faculty of Social Sciences, University of Ljubljana, Kardeljeva ploščad 5, 1000 Ljubljana, Slovenia.
Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
Nurse Educ Today. 2018 Jan;60:161-169. doi: 10.1016/j.nedt.2017.10.010. Epub 2017 Nov 6.
The World Health Organization has identified developing the knowledge and skills of healthcare professionals who are involved in dementia care as a priority. Most healthcare professionals lack the necessary knowledge, skills and understanding to provide high quality dementia care. While dementia education amongst most UK university health and social care programmes is inconsistent, we know little about the provision of dementia education in European universities.
To examine the provision of accredited higher education on dementia in European countries, to illustrate that it is highly variable despite universities being the major provider of education for healthcare professionals internationally.
An exploratory research design was used.
The providers of higher education undergraduate and postgraduate programmes in the Czech Republic, Portugal, Scotland, Slovenia, Spain, Sweden.
Higher Education Institutions who provide undergraduate and postgraduate education in the fields of nursing, medicine, psychology, social work, physiotherapy, occupational therapy, and gerontology in six European countries.
The data was collected using a structured questionnaire. Researchers in each country conducted an internet-based search using the websites of Higher Education Institutions to identify existing accredited dementia education.
These searches revealed a lack of dementia education in undergraduate health and social care study programmes. Three of the six countries offered postgraduate study programmes on dementia. There was a significant variation amongst the countries in relation to the provision of dementia education at undergraduate, postgraduate and doctoral levels.
Dementia is a global challenge and educating and upskilling the workforce is a policy imperative. To deliver the best dementia care, investment in interprofessional evidence-based education is required if we are to respond effectively and compassionately to the needs of people living with dementia and their families. Higher Education Institutions have an important role to play in equipping health and social care professionals with the knowledge, skills and understanding to respond to this imperative.
世界卫生组织已将培养参与痴呆症护理的医疗保健专业人员的知识和技能确定为优先事项。大多数医疗保健专业人员缺乏提供高质量痴呆症护理所需的知识、技能和理解。虽然英国大多数大学健康与社会护理课程中的痴呆症教育并不一致，但我们对欧洲大学的痴呆症教育提供情况知之甚少。
研究欧洲国家认可的痴呆症高等教育的提供情况，以说明尽管大学是国际上医疗保健专业人员教育的主要提供者，但情况差异很大。
采用探索性研究设计。
捷克共和国、葡萄牙、苏格兰、斯洛文尼亚、西班牙、瑞典的高等教育本科和研究生课程提供者。
在六个欧洲国家提供护理、医学、心理学、社会工作、物理治疗、职业治疗和老年医学领域本科和研究生教育的高等教育机构。
使用结构化问卷收集数据。每个国家的研究人员利用高等教育机构的网站进行基于互联网的搜索，以确定现有的认可痴呆症教育。
这些搜索显示本科健康与社会护理学习课程中缺乏痴呆症教育。六个国家中有三个提供痴呆症研究生学习课程。各国在本科、研究生和博士层面的痴呆症教育提供方面存在显著差异。
痴呆症是一项全球性挑战，提高劳动力的教育水平和技能是一项政策要务。为了提供最佳的痴呆症护理，如果我们要有效且富有同情心地应对痴呆症患者及其家人的需求，就需要对跨专业的循证教育进行投资。高等教育机构在使健康与社会护理专业人员具备应对这一要务所需的知识、技能和理解方面可发挥重要作用。
