Macaden Leah, Muirhead Kevin, MacArthur Juliet, Blair Siobhan
Nursing Studies, School of Health in Social Science, University of Edinburgh, Edinburgh EH8 9AG, UK.
School of Health and Life Sciences, University of the West of Scotland, Paisley PA1 2BE, UK.
Int J Environ Res Public Health. 2025 May 30;22(6):860. doi: 10.3390/ijerph22060860.
To understand dementia care knowledge, attitudes, and confidence among acute-care support staff following a dementia education intervention titled Dementia Workforce Excellence in Acute Care.
A convergent parallel mixed-methods pilot study.
Data were collected from 30 participants using an online survey and three individual interviews between January and March 2024. Survey data were analysed using descriptive statistics, and a thematic analysis underpinned by Kirkpatrick's framework was used to analyse the qualitative data from interviews.
The online survey established good levels of dementia knowledge, attitudes, and confidence among support staff with enhanced attitudes among staff who completed the training. Analysis of interviews resulted in three themes: dementia in the acute care setting; motivation for learning; and evaluation of the intervention on four levels [satisfaction, learning gains, behaviours, and results].
Findings suggest that the dementia education intervention used in this study is a comprehensive dementia training resource that promotes person-centred and compassionate dementia care across all stages of the dementia journey. Dementia is a public health priority with workforce education identified as a key response for capacity building. This pilot evaluation offers insight and new learning on the pedagogical approaches that are inclusive of peer-supported reflective learning in small groups that remain untapped for dementia workforce development. Dementia inclusive and enabling environments with a knowledgeable and skilled workforce are crucial to mitigate stigma and discrimination. This can be best achieved by raising awareness through targeted staff education and training to make hospital environments more dementia inclusive. Patient or Public Contributions: Dementia care scenarios used in this study were co-designed by experts with lived experience of dementia. Additionally, these experts along with family carers of people living with dementia were involved in the delivery of the training where appropriate.
了解在接受名为“急症护理中的痴呆症卓越劳动力”的痴呆症教育干预后，急症护理支持人员对痴呆症护理的知识、态度和信心。
一项收敛平行混合方法试点研究。
在2024年1月至3月期间，通过在线调查和三次个人访谈从30名参与者收集数据。使用描述性统计分析调查数据，并使用以柯克帕特里克框架为基础的主题分析来分析访谈中的定性数据。
在线调查显示支持人员对痴呆症有良好的知识、态度和信心，完成培训的人员态度有所增强。访谈分析产生了三个主题：急症护理环境中的痴呆症；学习动机；以及从四个层面[满意度、学习收获、行为和结果]对干预措施进行评估。
研究结果表明，本研究中使用的痴呆症教育干预是一种全面的痴呆症培训资源，可在痴呆症病程的所有阶段促进以患者为中心和富有同情心的痴呆症护理。痴呆症是公共卫生优先事项，劳动力教育被确定为能力建设的关键应对措施。这项试点评估为教学方法提供了见解和新的认识，这些方法包括小组中同伴支持的反思性学习，而这在痴呆症劳动力发展方面尚未得到充分利用。具有知识渊博和技能娴熟的劳动力的痴呆症包容性和有利环境对于减轻耻辱和歧视至关重要。这可以通过有针对性的员工教育和培训提高认识，使医院环境更具痴呆症包容性来最好地实现。患者或公众贡献：本研究中使用的痴呆症护理场景由有痴呆症生活经历的专家共同设计。此外，这些专家以及痴呆症患者的家庭护理人员在适当情况下参与了培训的提供。
