Alzheimer Scotland Centre for Policy and Practice, 6413University of the West of Scotland, Glasgow, Scotland.
Dementia (London). 2023 Apr;22(3):646-663. doi: 10.1177/14713012231156004. Epub 2023 Feb 8.
In recognition of the often poor experience of people living with dementia in general hospitals and the lack of dementia curricular content for health and social care professionals, the Scottish Government commissioned a dementia workforce development programme (Dementia Champions) for qualified health and social care professionals in 2011. This constructivist grounded theory study aimed to construct a theory of the learning experienced by the dementia champions before, during and after the programme. The reported experience of change in the champions' professional and personal perspectives about people with dementia was the focus of this study. The findings contribute to a deeper understanding of the long-term negative impact of knowledge and skills gaps in dementia education and on people living with dementia and health and social care professionals. This negative impact has implications for individual professionals, service leaders and health and social care systems internationally. Data was co-produced through intensive interviewing, a focus group and email interviewing with nineteen Dementia Champions. Construction of the theory emerged from direct engagement with the data using the constructivist grounded theory approach. The findings illuminate how, before the programme, professionals were educated, socialised and defined to fail people with dementia. On the programme, multiple learning interventions in which interacting with the lived experience of people living with dementia, their families and colleagues became the stimulators of change. These learning interventions stimulated a disrupted self-definition and actions to resolve this disruption. Once the self-definition was restored, the participants faced the complexity of working with people living with dementia with passion, pride and new thinking. These findings further illuminate the importance of expert facilitation and the inclusion of people with dementia and their families as peer educators in health and social care dementia education. Further research on the negative outcomes of gaps in initial professional education is important.
为了改善痴呆症患者在综合医院的体验，以及为医疗保健和社会护理专业人员提供痴呆症课程内容，苏格兰政府于 2011 年委托开展了一项针对合格的医疗保健和社会护理专业人员的痴呆症劳动力发展计划（痴呆症拥护者）。本建构主义扎根理论研究旨在构建一个关于该计划之前、期间和之后，痴呆症拥护者的学习理论。本研究关注的是拥护者对痴呆症患者的专业和个人观点发生变化的经验。研究结果加深了对痴呆症教育和痴呆症患者、医疗保健和社会护理专业人员中知识和技能差距的长期负面影响的理解。这种负面影响对个人专业人员、服务领导者和国际医疗保健和社会护理系统都有影响。研究通过对 19 名痴呆症拥护者进行深入访谈、焦点小组和电子邮件访谈，共同生成了数据。理论构建源于使用建构主义扎根理论方法与数据的直接接触。研究结果阐明了在计划之前，专业人员是如何通过教育、社会化和定义来使痴呆症患者失败的。在计划期间，多种学习干预措施使与痴呆症患者、他们的家人和同事的生活经历互动成为了变革的刺激因素。这些学习干预措施刺激了自我定义的中断，并采取行动来解决这种中断。一旦自我定义得到恢复，参与者就面临着热情、自豪和新思维地与痴呆症患者合作的复杂性。这些发现进一步阐明了专家促进以及将痴呆症患者及其家属作为同伴教育者纳入医疗保健和社会护理痴呆症教育的重要性。对初始专业教育差距的负面结果进行进一步研究非常重要。
