Using an Interactive Video Simulator to Improve Certified Nursing Assistants’ Dressing Assistance and Nursing Home Residents’ Dressing Performance

Abstract

This pilot study examined the initial effects and estimated effect size of a computer-based simulation education program on certified nursing assistants' level of assistance when dressing nursing home residents with dementia and on residents' dressing performance. Nine dyads, assigned to either the experimental or control group, completed the study. Both groups received a traditional 1-hour education module delivered by a research assistant. The experimental group was then instructed to undertake an additional 2-hour intervention using a video simulator that enabled nursing assistants to practice level of assistance skills. The appropriateness of dressing assistance from nursing assistants and residents' dressing performance was measured before and 6 weeks after the intervention. The results showed that the two groups did not significantly differ in either appropriate levels of dressing assistance (P = .42) or residents' dressing performance (P = .38). A lack of effort by some assistants to properly assist residents and low statistical power may explain the lack of significance. The effect sizes of the experimental intervention on appropriate levels of dressing assistance and resident dressing performance were 0.69 and 0.89, respectively. Incorporating a strategy to improve motivation should be considered in future studies.

Can Use of Digital Technologies by People with Dementia Improve Self-Management and Social Participation? A Systematic Review of Effect Studies

“…Eight records were excluded because outcomes of the intervention were only measured in a laboratory environment [ 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 ]. Six records were excluded because they did not report any outcomes that were directly related to social participation or self-management [ 61 , 62 , 63 , 64 , 65 , 66 ]. Four records reported on BADLs only [ 67 , 68 , 69 , 70 ].…”

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

“…There were no interrupted time-series designs. Six studies were classified as being controlled before-after designs [ 53 , 61 , 63 , 64 , 66 , 67 ]. Two of these studies described random allocation processes [ 64 , 67 ]; however, they were not classified as randomised trials.…”

“…Six studies were classified as being controlled before-after designs [ 53 , 61 , 63 , 64 , 66 , 67 ]. Two of these studies described random allocation processes [ 64 , 67 ]; however, they were not classified as randomised trials. One of the studies described random assignment to groups from a convenience sample [ 64 ] and the other introduced non-randomised participants into the experimental group [ 67 ].…”

“…Two of these studies described random allocation processes [ 64 , 67 ]; however, they were not classified as randomised trials. One of the studies described random assignment to groups from a convenience sample [ 64 ] and the other introduced non-randomised participants into the experimental group [ 67 ]. There was one non-randomised study [ 55 ] and two studies used repeated measures [ 52 , 62 ].…”

Nazogastrik Tüp Uygulama Öğretiminde Yenilikçi Bir Yaklaşım: NAZO-AR

“…Leonard (17,18). İnsanların sanal ortamı tüm duyularla deneyimlemesi ile yapay bir dünyada olduğu gerçeğini unuttuğu durum olarak tanımlanan sanal gerçeklik, bilgisayar ortamında oluşturulan resim ve animasyonların kişilerin zihninde gerçeklik hissi oluşturulmasını sağlayan üst düzey teknolojiye sahiptir (19,20). Sanal gerçeklik uygulamaları bu teknolojik özellikleri sayesinde risksiz bir ortamda hemşirelik uygulama becerilerine izin vererek öğrencinin kaygısını azaltmaya, kendine olan güvenini geliştirmeye ve klinik karar verme becerilerinin gelişmesine katkıda bulunmaktadır (9,21).…”