Background: Nurses have key roles in caring for patients with dementia. To prepare them for demand-oriented nursing care, there is a need for education. An online course with a focus on healthcare needs assessment was designed. Methods: A quantitative study with a qualitative component using questionnaire-based interviews was implemented. The recruitment of students used the following inclusion criteria: (a) second-year students, and (b) absent from less than three lectures. Overall, n = 48 met the inclusion criteria. Twenty-eight students participated. Quantitative data were analyzed using descriptive statistics. Qualitative data were evaluated using Kuckartz’s content analysis with the software MAXQDA. Results: Nursing students judged the overall course structure as very good (M 1.36, SD 0.48). The learning aims were clearly defined (M 1.61, SD 0.68) and the learning content was adequately demonstrated (M 1.68, SD 0.67). The exercise on geriatric assessment promoted the internal learning process (M 1.67, SD 1.00). The online simulation training made the lectures’ contents easier to understand (M 1.86, SD 0.89). Correlations were determined, among others, between the course structure and the clear definitions of the learning aims (rSp 0.566, p = 0.002). Conclusions: The study describes the feasibility of the online course. To identify the impact on patients’ health and caregivers’ lives, further studies are needed.

Background: Dementia is a major public health concern. Nurses have a key role in caring for patients with dementia and to relieve caregivers. To prepare them for adequate demand-oriented nursing care provision, there is a need for training and education. Due to the current Covid-19 pandemic, an online course with focus on a health care need assessment was developed.Methods: The Elaine Study is a quantitative study using questionnaire-based interviews. The recruitment of nursing students for the study was guided by following inclusion criteria (a) second-year nursing students participating in the module ‘caring for elderly patients’, (b) less than three missing lectures. Of all nursing students (N=127), n=48 met the inclusion criteria. Twenty-eight students participated. Quantitative data were analyzed by descriptive statistics. For analyzing possible relations between lectures evaluations aspects among each other, the Spearman correlation was used. Collected qualitative data were analyzed by the Kuckartz suggested qualitative content analysis using the software MAXQDA.Results: Nursing students judged the overall course structure as very well (M 1.36, SD 0.48). Learning aims were clear defined (M 1.61, SD 0.68), learning contents have been properly demonstrated (M 1.68, SD 0.67) and teaching methods contribute the understanding (M 1.63, SD 0.62). The exercise on the Geriatric Assessment promote the internal learning process (M 1.67, SD 1.00) and the final online simulation training made lecture contents easier to understand (M 1.86, SD 0.89). Correlation were determined among the course structure and the (1) clear definition of learning aims (rSp 0.566, p=0.002), (2) presentations and references are made available (rSp 0.514, p=0.005), (3) teaching methods contribute the understanding (rSp 0.535, p= 0.004) and (4) an increase of individual learning ability (rSp 0.573, p=0.001). Implication for improvement proposes a reduction of nursing students team members from four or five to a work in teams of two nursing students.Conclusions: The Elaine study describes the feasibility of an online learning concept for nursing students in caring for patients with dementia. To identify actual impact on patient’s health and on caregiver burden as well, further studies are needed.