Innovation in dementia education within undergraduate healthcare programmes: A scoping review

Williams, M.; Daley, Stephanie

doi:10.1016/j.nedt.2020.104742

Cited by 26 publications

(15 citation statements)

References 53 publications

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“…Interprofessional training: Efforts toward establishing a foundation for interprofessional education in dementia have been steadily increasing (41,(59)(60)(61)(62). Some focus on the disciplines that should be involved (41), the core topics required (41), and key elements required for effective interprofessional collaboration (61).…”

Section: Integrating Relational Care Into Dementia Care: Team Training and Toolsmentioning

confidence: 99%

“…Some focus on the disciplines that should be involved (41), the core topics required (41), and key elements required for effective interprofessional collaboration (61). A number of programs target students across health care professions (62)(63)(64). Targeted outcomes have included improvements in student attitudes toward interprofessional education (62)(63)(64); knowledge of dementia (62,63); collaborative interprofessional capabilities and clientcentered mindset (64); and confidence (62).…”

Section: Integrating Relational Care Into Dementia Care: Team Training and Toolsmentioning

confidence: 99%

“…A number of programs target students across health care professions (62)(63)(64). Targeted outcomes have included improvements in student attitudes toward interprofessional education (62)(63)(64); knowledge of dementia (62,63); collaborative interprofessional capabilities and clientcentered mindset (64); and confidence (62).…”

Section: Integrating Relational Care Into Dementia Care: Team Training and Toolsmentioning

confidence: 99%

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A Biopsychosocial-Ecological Framework for Family-Framed Dementia Care

2021

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The biopsychosocial model has been applied through collaborative care dementia models to the diagnosis, symptom management, and treatment of dementia with a focus specifically on the person with dementia. Because individuals with dementia are increasingly dependent upon others particularly as the illness advances, dementia care requires the involvement and commitment of others, usually family, along with support from community-based resources. Hence, the quality and effectiveness of a person's dementia care are shaped in large part by the foundation of family relationships and the social and community networks in which they are embedded. While most current dementia care models incorporate biopsychosocial principles and recognize the essential role that family members play as caregivers, they fail to consider a patient's family system and relationships as potential risk factors or social determinants for care outcomes. This paper introduces a biopsychosocial-ecological framework to dementia care that is person-centered and “family-framed” in that it targets factors that influence care considerations at both the individual and relational levels of the social ecological networks that the patient and their family members occupy. We use this model to illustrate how current dementia care practices tend to focus exclusively on the individual patient and caregiver levels but fail to identify and address important relational considerations that cut across levels. We call for the need to add assessment of family relational histories of persons with dementia and family members who care for them in order to better meet the needs of the patient and the caregiver and to prevent harm. This model accentuates the need for interprofessional education on family assessments and caregiver-centered care, as well as interdisciplinary, collaborative models of dementia care that assume more accountability for meeting the needs of family caregivers in addition to those of persons with dementia.

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Section: Integrating Relational Care Into Dementia Care: Team Training and Toolsmentioning

confidence: 99%

Section: Integrating Relational Care Into Dementia Care: Team Training and Toolsmentioning

confidence: 99%

Section: Integrating Relational Care Into Dementia Care: Team Training and Toolsmentioning

confidence: 99%

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A Biopsychosocial-Ecological Framework for Family-Framed Dementia Care

2021

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“…The majority of past interventions that aim to change student perspectives of people with dementia show positive impact [118], perhaps due to a low baseline that people start with given the fear and stigma surrounding the condition. Our fnding that overall and positive attitudes changed across all conditions, including the control, may provide some explanation for these past fndings -simply expressing one's attitudes, understanding, and experience with dementia appears to improve attitudes towards this condition.…”

Section: Improving Student Atitudes Toward and Understanding Of Dementiamentioning

confidence: 99%

“…Second, while many interventions notably center interaction with people with dementia [118], these engagements are typically in the moment, or synchronous interaction where people spend time together focused on a clinical task or an arts-based activity. Past research confrms the importance of focusing on interactions in the present moment with people with dementia (i.e., rather than relying on the ability to recall prior interactions or experiences) [28,51,63,77].…”

Section: Improving Student Atitudes Toward and Understanding Of Dementiamentioning

confidence: 99%

How Content Authored by People with Dementia Affects Attitudes towards Dementia

Lazar

Brewer

Kacorri

et al. 2021

Proc. ACM Hum.-Comput. Interact.

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Negative attitudes shape experiences with stigmatized conditions such as dementia, from afecting social relationships to infuencing willingness to adopt technology. Consequently, attitudinal change has been identifed as one lever to improve life for people with stigmatized conditions. Though recognized as a scaleable approach, social media has not been studied in terms of how it should best be designed or deployed to target attitudes and understanding of dementia. Through a mixed methods design with 123 undergraduate college students, we study the efect of being exposed to dementia-related media, including content produced by people with dementia. We selected undergraduate college students as the target of our intervention, as they represent the next generation that will work and interact with individuals with dementia. Our analysis describes changes over the period of two weeks in attitudes and understanding of the condition. The shifts in understanding of dementia that we found in our qualitative analysis were not captured by the instrument we selected to assess understanding of dementia. While small improvements in positive and overall attitudes were seen across all interventions and the control, we observe a diferent pattern with negative attitudes, where transcriptions of content produced by people with dementia signifcantly reduced negative attitudes. The discussion presents implications for supporting people with dementia as content producers, doing so in ways that best afect attitudes and understanding by drawing on research on cues and interactive media, and supporting students in changing their perspectives towards people with dementia.CCS Concepts: • Human-centered computing → Human computer interaction (HCI).

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A comparative study of the effect of the Time for Dementia programme on medical students

Banerjee

Jones

Wright

et al. 2021

Int J Geriat Psychiatry

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Background Traditional healthcare education typically focuses on short block clinical placements based on acute care, investigations and technical aspects of diagnosis and treatment. It may therefore fail to build the understanding, compassion and person‐centred empathy needed to help those with long‐term conditions, like dementia. Time for Dementia was developed to address this. Method Parallel group comparison of two cohorts of UK medical students from universities, one participating in Time for Dementia (intervention group) and one not (control group). In Time for Dementia students visit a person with dementia and their family in pairs for 2 hours three times a year for 2 years, the control group received their normal curriculum. Results In an adjusted multilevel model (intervention group n = 274, control n = 112), there was strong evidence supporting improvements for Time for Dementia participants in: total Approaches to Dementia Questionnaire score (coefficient: 2.19, p = 0.003) and its person‐centredness subscale (1.32, p = 0.006) and weaker evidence in its hopefulness subscale (0.78, p = 0.070). There was also strong evidence of improvement in the Dementia Knowledge Questionnaire (1.63, p < 0.001) and Dementia Attitudes Scale (total score: 6.55, p < 0.001; social comfort subscale: 4.15, p < 0.001; dementia knowledge subscale: 3.38, p = 0.001) scores. No differences were observed on the Alzheimer's Disease Knowledge Scale, the Medical Condition Regard Scale or the Jefferson Scale of Empathy. Discussion Time for Dementia may help improve the attitudes of medical students towards dementia promoting a person‐centred approach and increasing social comfort. Such patient‐focused programmes may be a useful complement to traditional medical education.

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Innovation in dementia education within undergraduate healthcare programmes: A scoping review

Cited by 26 publications

References 53 publications

A Biopsychosocial-Ecological Framework for Family-Framed Dementia Care

A Biopsychosocial-Ecological Framework for Family-Framed Dementia Care

How Content Authored by People with Dementia Affects Attitudes towards Dementia

A comparative study of the effect of the Time for Dementia programme on medical students

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