Kodagoda Gamage Madushika W, Pu Lihui, Moyle Wendy, Barton Matthew, Todorovic Michael
School of Nursing and Midwifery, Nathan, Griffith University, Brisbane, QLD, Australia; Department of Nursing, Faculty of Allied Health Sciences, University of Ruhuna, Sri Lanka.
School of Nursing and Midwifery, Nathan, Griffith University, Brisbane, QLD, Australia; Erasmus MC, Erasmus University Medical Centre, Department of Internal Medicine, Section Nursing Science, Rotterdam, the Netherlands.
Nurse Educ Today. 2025 May;148:106606. doi: 10.1016/j.nedt.2025.106606. Epub 2025 Feb 4.
To evaluate the effectiveness of educational interventions in improving the knowledge, attitudes, beliefs, self-efficacy, and confidence of health professionals' and students' pain assessment in dementia.
A systematic review was conducted and reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
Eight English databases were searched: Medline, Psychological Information Database, Cochrane Library, PubMed, Cumulative Index of Nursing and Allied Health Literature, ProQuest, Scopus, and Web of Science.
Databases were searched without any time limit using synonyms for "health personnel", "health students", "pain assessment", "dementia", "educational intervention", "knowledge", "attitude", "beliefs", "self-efficacy", and "confidence". The review included studies published up to 26 March 2024. Reference lists and review papers were screened to identify additional papers. Data was synthesised according to the intervention designs and outcome measures and presented narratively.
The seven studies retained involved 517 registered nurses, 17 physical therapists, eight occupational therapists, 17 physicians, 99 nursing students, and 161 medical students. All seven studies evaluated the effectiveness of educational interventions on knowledge, three on attitudes, two on confidence, one on self-efficacy, and none on beliefs of pain assessment in dementia. Health professionals' and students' knowledge scores improved irrespective of the training delivery mode and duration. Their confidence scores improved irrespective of training duration. Health professionals' self-efficacy scores improved upon completion of online training. Overall attitude scores for most health professionals and students did not increase upon educational intervention completion, irrespective of the training delivery mode and duration. Educational interventions mainly focused on methods that assess pain in both communicative and non-communicative people with dementia.
Educational interventions enhance health professionals' and students' knowledge, self-efficacy, and confidence in pain assessment in dementia. Studies showed mixed findings related to attitudes, and there is a limited understanding of interventions' effectiveness in correcting erroneous beliefs.
评估教育干预措施在提高卫生专业人员和学生对痴呆症疼痛评估的知识、态度、信念、自我效能和信心方面的有效性。
根据系统评价和Meta分析的首选报告项目指南进行系统评价并报告。
检索了八个英文数据库：Medline、心理信息数据库、Cochrane图书馆、PubMed、护理及相关健康文献累积索引、ProQuest、Scopus和科学网。
使用“卫生人员”、“卫生专业学生”、“疼痛评估”、“痴呆症”、“教育干预”、“知识”、“态度”、“信念”、“自我效能”和“信心”的同义词，对数据库进行无时间限制的检索。该综述纳入了截至2024年3月26日发表的研究。对参考文献列表和综述论文进行筛选以识别其他论文。根据干预设计和结果测量对数据进行综合，并进行叙述性呈现。
纳入的七项研究涉及517名注册护士、17名物理治疗师、8名职业治疗师、17名医生、99名护理专业学生和161名医学专业学生。所有七项研究都评估了教育干预对知识的有效性，三项评估了对态度的有效性，两项评估了对信心的有效性，一项评估了对自我效能的有效性，没有一项评估了对痴呆症疼痛评估信念的有效性。无论培训方式和时长如何，卫生专业人员和学生的知识得分均有所提高。无论培训时长如何，他们的信心得分均有所提高。在线培训完成后，卫生专业人员的自我效能得分有所提高。大多数卫生专业人员和学生在教育干预完成后的总体态度得分并未提高，无论培训方式和时长如何。教育干预主要集中在评估有沟通能力和无沟通能力的痴呆症患者疼痛的方法上。
教育干预可增强卫生专业人员和学生对痴呆症疼痛评估的知识、自我效能和信心。研究显示在态度方面结果不一，对干预纠正错误信念有效性的了解有限。
