Exploring nurse and nursing student experience of using an artist-produced photobook to learn about dementia

Dodd, Savannah; Carter, Gillian; Christie, Andrena; Mitchell, Gary

doi:10.1186/s12912-022-00991-2

Cited by 6 publications

(4 citation statements)

References 54 publications

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“…This dimension was augmented by the presence of the artist with lived experience of mental distress who led the intervention and co-facilitated the focus group. Students found this beneficial to developing rich insights into the meaning of the artwork and lived experiences it captured along with addressing misinterpretation and misconstruction, as illustrated in other studies (Dodd et al, 2022).…”

Section: Discussionmentioning

confidence: 90%

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Milasan,

Farr,

Turnbull

et al. 2023

Int J Mental Health Nurs

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Trauma has been increasingly considered in mental health policies and strategies worldwide. However, the implementation of such initiatives into practice remains inconsistent resulting in a fragmented approach to trauma‐informed care. One explanation for the current state of trauma services is the unpreparedness of mental health nurses in line with emerging traumagenic theoretical frameworks. We addressed this gap by implementing an innovative pedagogic project co‐produced with people with lived experience of trauma. The aim of this qualitative study was to explore mental health nursing students' perspective on the usefulness of an art‐based approach to learning about, and working with, trauma in a non‐interactive virtual reality (VR) environment. Ten mental health nursing students have been conveniently selected to take part in a focus group. The thematic analysis revealed authenticity, the power of arts, and underutilisation of arts in mental health nursing as key themes following students' reflections and critical discussions. Recommendations to enhance trauma‐informed nursing education and practice are made to support an approach that has the potential to instil positive changes in the way mental health nursing students perceive and work with trauma in their practice.

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Section: Discussionmentioning

confidence: 90%

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Milasan,

Farr,

Turnbull

et al. 2023

Int J Mental Health Nurs

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“…In response to these challenges, there have been a range of recent asynchronous learning activities about dementia that have been employed to support student understanding of the condition. For example, a dementia awareness game [ 34 , 35 ] and a dementia photobook [ 36 ] have also been used to foster understanding about dementia in recent years. While these interventions lack face-to-face delivery, their positive findings make them viable alternatives to higher education providers that are not able to implement a programme of this nature.…”

Section: Discussionmentioning

confidence: 99%

Translating ‘dementia friends’ programme to undergraduate medical and nursing practice: a qualitative exploration

Craig¹,

Wilson²,

Mitchell³

2023

BMC Med Educ

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Introduction Dementia awareness is a key priority of medical and nursing pre-registration education. The ‘dementia friends’ programme is an internationally recognised and accredited dementia awareness workshop that is led by a trained facilitator. While this programme has been associated with positive outcomes, few studies have examined how medical and nursing students apply their learning in practice after the workshop. The aim of his study was to explore how nursing and medical students apply the dementia friend’s programme into practice when caring for people living with dementia. Methods Seven focus-group interviews were conducted with 36 nursing students and 14 medical students at one university in Northern Ireland (n = 50), following ‘the dementia friends programme. Interview guides were co-designed alongside people living with dementia. Interviews were audio-recorded, transcribed verbatim and analysed using thematic analysis. Ethical approval was granted for this study. Results Four themes emerged: ‘reframing dementia’, which highlighted how the education had enabled students to actively empower and support people living with dementia in practice; ‘dementia friendly design’, which focused on how students had modified their clinical environments when providing care for people living with dementia, ‘creative communication’, which considered how students had used their education to adapt their verbal and non-verbal communication with people living with dementia and ‘realities of advanced dementia’ which contemplated how students believed their dementia education could be improved within their current curriculum. Discussion The Dementia Friends programme has actively supported nursing and medical students to improve the lives of people with dementia in their care through environmental adaptions and creative approaches to communication. This study provides an evidence base that supports the provision of ‘a dementia friends programme to healthcare professional students. The study also highlights how this education can actively influence how nursing and medical students support people living with dementia in their practice in the months and years after education.

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“…Each year, over 10 million new cases of dementia are documented, with more than 55 million individuals affected globally [3]. Nurses and pharmacists are integral members of the healthcare workforce worldwide [4][5][6][7]. Consequently, individuals receiving a dementia diagnosis often receive assistance from both student nurses and student pharmacists, who represent the future of healthcare [8,9].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a dementia awareness game for health professions students in Northern Ireland: a pre-/post-test study

Craig,

Barry,

Carter

et al. 2024

BMC Med Educ

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Background Dementia is a prevalent global health issue, necessitating comprehensive education for healthcare practitioners and students. Nursing and pharmacy students, provide support across healthcare settings often working as frontline caregivers. Therefore, it is imperative to equip these students with a profound understanding of dementia. The aim of this study was to evaluate whether a serious dementia game co-designed with stakeholders, students, and people living with dementia improved the attitudes of nursing and pharmacy students. Methods A pretest-posttest design was used to assess the attitudes of health professions students (nursing and pharmacy) towards dementia. The Approaches to Dementia Questionnaire (ADQ) was administered before and after playing a serious Dementia Game. The ADQ measured the total score, Hope subscale, and Recognition of Personhood subscale. Matched pairs t-test was used for analysis conducted with IBM SPSS statistics 27. Results A diverse cohort of 505 participants from one university in Northern Ireland participated, with 461 matched pairs used for analysis. Both nursing and pharmacy students demonstrated a significant increase in overall dementia attitudes post-gameplay, with nursing students showing an increase from 79.69 to 83.59 and pharmacy students from 75.55 to 79.86. Subscales for Hope (Nursing = 28.77 to 31.22, Pharmacy = 26.65 to 29.20). and Recognition of Personhood also exhibited significant improvement (Nursing = 50.93 to 52.38, Pharmacy = 48.89 to 50.67). Demographic data revealed predominantly female participants, a lack of personal connections to dementia, and varied training experiences. Discussion The study highlights the efficacy of the serious Dementia Game in enhancing attitudes to dementia amongst health professions students, indicating its potential as an educational tool. The study contributes to the growing body of evidence supporting serious games and gamification in healthcare education.

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Exploring nurse and nursing student experience of using an artist-produced photobook to learn about dementia

Cited by 6 publications

References 54 publications

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Translating ‘dementia friends’ programme to undergraduate medical and nursing practice: a qualitative exploration

Evaluation of a dementia awareness game for health professions students in Northern Ireland: a pre-/post-test study

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