Kerkhof Y J F, Bergsma A, Mangiaracina F, Planting C H M, Graff M J L, Dröes R M
Saxion University of Applied Sciences, Centre for Nursing Research, Deventer/ Enschede, The Netherlands.
Amsterdam University Medical Centres, location VUmc, Department of Psychiatry, Amsterdam Public Health Institute, Amsterdam, The Netherlands.
Int Psychogeriatr. 2022 Feb;34(2):113-128. doi: 10.1017/S1041610221000016. Epub 2021 Mar 15.
There is growing evidence that people with mild dementia can benefit from using tablets and apps. Due to their cognitive decline, people with dementia need support in learning how to use these devices. The objective of this review was to identify which training interventions work best to help people with mild dementia (re)learn how to use technologies, including handheld touchscreen devices. Because the uptake of these devices in people with dementia is quite new, training interventions for the use of other technologies were also included, such as technologies assisting people in Instrumental Activities of Daily Living (IADL).
An electronic search was conducted in the following databases: PubMed, APA PsycInfo (EBSCO), and CINAHL (EBSCO). Themes discussed include the learning effects; training method (e.g. errorful (EF) and errorless (EL) learning); training intensity and setting; technology task type; dementia type and severity; and study design and outcome measures.
In total, 16 studies were included. All studies reported positive learning effects and improved task performance in people with dementia, regardless of dementia severity, training intensity, setting, and the method used. Although the EL training method was successful more often than the EF training method, it would be inappropriate to conclude that the EL method is more effective, because the majority of studies only investigated EL training interventions with (multiple) single-case study designs.
Future research should consider using more robust study designs, such as RCTs, to evaluate the effectiveness of training interventions for (re)learning technology-orientated tasks, including operating handheld touchscreen devices.
越来越多的证据表明，轻度痴呆患者可以从使用平板电脑和应用程序中受益。由于认知能力下降，痴呆患者在学习如何使用这些设备时需要支持。本综述的目的是确定哪种培训干预措施最有助于轻度痴呆患者重新学习如何使用技术，包括手持触摸屏设备。由于痴呆患者对这些设备的使用尚属新事物，因此还纳入了使用其他技术的培训干预措施，例如协助人们进行日常生活工具性活动（IADL）的技术。
在以下数据库中进行了电子检索：PubMed、美国心理学会心理学文摘数据库（EBSCO）和护理学与健康领域数据库（EBSCO）。讨论的主题包括学习效果；培训方法（例如错误学习（EF）和无错误学习（EL））；培训强度和环境；技术任务类型；痴呆类型和严重程度；以及研究设计和结果测量。
总共纳入了16项研究。所有研究均报告称，痴呆患者有积极的学习效果且任务表现有所改善，无论痴呆严重程度、培训强度、环境和所使用的方法如何。尽管EL培训方法比EF培训方法更常取得成功，但得出EL方法更有效的结论是不合适的，因为大多数研究仅采用（多个）单病例研究设计来调查EL培训干预措施。
未来的研究应考虑使用更可靠的研究设计，如随机对照试验，来评估培训干预措施对重新学习以技术为导向的任务（包括操作手持触摸屏设备）的有效性。
