Williams Matthew, Daley Stephanie
Brighton & Sussex Medical School, Trafford Centre for Medical Research, University of Sussex, Falmer, East Sussex BN1 9RY, United Kingdom.
Brighton & Sussex Medical School, Trafford Centre for Medical Research, University of Sussex, Falmer, East Sussex BN1 9RY, United Kingdom.
Nurse Educ Today. 2021 Mar;98:104742. doi: 10.1016/j.nedt.2020.104742. Epub 2020 Dec 26.
The increase in the number of people living with dementia has resulted in a greater need for healthcare professionals from all disciplines to meet the needs of those living with the condition. This means a workforce which is competent in delivering dementia care which is person-centred, regardless clinical specialism. The aim of scoping review is to provide an overview of the novel education models being used to ensure the future healthcare workforce are able to meet this aspiration.
Online databases PubMed, Web of Science, CINAHL, Medline, PsychInfo, ERIC were used.
Search terms 'Healthcare Student(s)', 'Dementia or Alzheimer's Education' were used. Inclusion criteria included papers published in English between 2009 and September 2019, with data pertaining to the assessment of dementia knowledge and attitudes among healthcare students. Abstracts were reviewed and identified for inclusion for full-text review. Included studies were assessed using the MMAT (Mixed Methods Appraisal Tool).
27 studies were included within the review. These were groups into five educational categories; long term experiential (n=5), activity-centered programmes with people with dementia (n=11), interprofessional education (IPE) (n=5), immersive conference style programmes (n=3) and dementia simulation (n=3). Long term experiential and activity centered programmes gave students the greatest increase in perceived confidence, and improvement in dementia attitudes. Programmes were most effective when directly involving people living with dementia.
The majority of the education programmes showed a potential benefit in improving either knowledge, confidence, attitude, or all three among healthcare students. This highlights the benefit that novel experiential programmes may have in aiding a culture of positive attitudes among future healthcare professionals who will be treating people with dementia. This review also demonstrates the positive benefit that directly involving people living with dementia within education can have on both student learners.
痴呆症患者数量的增加使得各学科的医疗保健专业人员更有必要满足患者的需求。这意味着要有一支能够提供以患者为中心的痴呆症护理服务的专业队伍，无论其临床专业是什么。本范围综述的目的是概述正在使用的新型教育模式，以确保未来的医疗保健专业人员能够实现这一愿望。
使用了在线数据库PubMed、科学网、护理学与健康领域数据库（CINAHL）、医学在线数据库（Medline）、心理学文摘数据库（PsychInfo）、教育资源信息中心数据库（ERIC）。
使用了搜索词“医学生”、“痴呆症或阿尔茨海默病教育”。纳入标准包括2009年至2019年9月期间以英文发表的论文，且数据涉及对医学生痴呆症知识和态度的评估。对摘要进行了审查，并确定纳入全文审查。使用混合方法评估工具（MMAT）对纳入的研究进行评估。
综述纳入了27项研究。这些研究分为五个教育类别：长期体验式（n = 5）、以痴呆症患者为中心的活动项目（n = 11）、跨专业教育（IPE）（n = 5）、沉浸式会议式项目（n = 3）和痴呆症模拟（n = 3）。长期体验式和以活动为中心的项目使学生在感知信心方面提升最大，且对痴呆症的态度有所改善。当直接让痴呆症患者参与时，项目最为有效。
大多数教育项目在提高医学生的知识、信心、态度或这三者方面都显示出潜在益处。这凸显了新型体验式项目在培养未来治疗痴呆症患者的医疗保健专业人员积极态度文化方面可能具有的益处。本综述还证明了在教育中直接让痴呆症患者参与对学生学习者双方都能产生积极益处。
