Centre For Applied Dementia Studies, University of Bradford, Bradford, UK
Centre for Dementia Research, Leeds Beckett University, Leeds, UK.
BMJ Open. 2021 Jan 19;11(1):e039939. doi: 10.1136/bmjopen-2020-039939.
The aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.
Cross-sectional survey study. Data collection occurred in 2017.
Health and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.
All health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).
Knowledge, attitude and confidence of health and social care staff.
Hierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).
The results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.
本研究旨在确定痴呆症教育和培训对卫生和社会保健人员的知识、态度和信心的影响。本研究还旨在确定痴呆症教育和培训最有效的特征（内容和教学法）。
横断面调查研究。数据收集于 2017 年进行。
英国的卫生和社会保健人员，包括急症护理、精神卫生社区保健信托、初级保健和护理院。
所有在过去 5 年内完成了符合英格兰卫生教育署规定的最低标准的痴呆症教育和培训的卫生和社会保健人员都被邀请参加在线调查。共有 668 名卫生和社会保健人员表示同意并完成了在线调查，其中 553 名参与者的答复被纳入本研究。大多数受访者为白种英国人（94.4%），且为女性（88.4%）。
卫生和社会保健人员的知识、态度和信心。
进行了层次多元回归分析。发现工作人员特征、教育和培训内容变量以及教学因素占工作人员信心的 29%（F=4.13，p<0.001）、态度（知识）的 22%（F=3.80，p<001）、工作人员知识的 18%（F=2.77，p<0.01）和工作人员舒适度（态度）的 14%（F=2.11，p<0.01）。
结果表明，痴呆症教育和培训对卫生和社会保健人员的学习成果影响有限。虽然培训内容变量在试图提高员工知识时很重要，但在培训旨在提高员工态度和信心时，应更多地考虑教学因素。
