Surr, CA and Gates, C orcid.org/0000-0001-5155-903X (2017) What works in delivering dementia education or training to hospital staff? A critical synthesis of the evidence. International Journal of Nursing Studies, 75. pp. 172-188. ISSN 0020-7489
Abstract
Background
The quality of care delivered to people with dementia in hospital settings is of international concern. People with dementia occupy up to one quarter of acute hospital beds, however, staff working in hospitals report lack of knowledge and skills in caring for this group. There is limited evidence about the most effective approaches to training hospital staff on dementia.
Objective
The purpose of this literature review was to examine published evidence on the most effective approaches to dementia training and education for hospital staff.
Design and review methods
The review was conducted using critical synthesis and included qualitative, quantitative and mixed/multi- methods studies. Kirkpatrick’s four level model for the evaluation of training interventions was adopted to structure the review.
Data sources
The following databases were searched: MEDLINE, PsycINFO, CINAHL, AMED, British Education Index, Education Abstracts, ERIC (EbscoHost), The Cochrane Library-Cochrane reviews, Economic evaluations, CENTRAL (Wiley), HMIC (Ovid), ASSIA, IBSS (Proquest), Conference Proceedings Citation Indexes (Web of Science), using a combination of keyword for the following themes: Dementia/Alzheimer’s, training/education, staff knowledge and patient outcomes.
Results
A total of 20 papers were included in the review, the majority of which were low or medium quality, impacting on generalisability. The 16 different training programmes evaluated in the studies varied in terms of duration and mode of delivery, although most employed face-to-face didactic techniques. Studies predominantly reported on reactions to training and knowledge, only one study evaluated outcomes across all of the levels of the Kirkpatrick model. Key features of training that appeared to be more acceptable and effective were identified related to training content, delivery methods, practicalities, duration and support for implementation.
Conclusions
The review methodology enabled inclusion of a broad range of studies and permitted common features of successful programmes to be identified. Such features may be used in the design of future dementia training programmes, to increase their potential for effectiveness. Further research on the features of effective dementia training for hospital staff is required.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017, Elsevier. All rights reserved. This is an author produced version of an article published in International Journal of Nursing Studies. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Literature synthesis; Dementia; Education; Hospitals; Staff training; Workforce development |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Health Sciences (Leeds) > Academic Unit of Psychiatry and Behavioural Sciences (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 02 Oct 2020 14:49 |
Last Modified: | 25 Jun 2023 22:26 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.ijnurstu.2017.08.002 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:166160 |
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Filename: Surr and Gates 2017 Manuscript published version.pdf
Licence: CC-BY-NC-ND 4.0