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Communication and respect for people with dementia: student learning (CARDS) – the development and evaluation of a pilot of an education intervention for pre-qualifying healthcare students

Published online by Cambridge University Press:  17 November 2015

Julia Helen Wood ,
Ledia Alushi  and
John A. Hammond
Julia Helen Wood*
Affiliation:
Faculty of Health, Social Care and Education, Kingston and St George's University of London and Health Innovation Network, South London, UK
Ledia Alushi
Affiliation:
St George's Healthcare NHS Trust, St George's Hospital, Cranmer Terrace, Tooting, London SW17 0RE, UK
John A. Hammond
Affiliation:
Faculty of Health Social Care and Education, Kingston and St George's University of London, London SW17 0RE, UK
*
Correspondence should be addressed to: Dr Julia Helen Wood, Kingston and St George's University of London and Health Innovation Network, Faculty of Health Social Care and Education, 2nd Floor, Grosvenor Wing, St George's University of London, Cranmer Terrace, London SW17 0RE, UK. Phone: +442087250380. Email: [email protected].
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Abstract

Background:

Dementia is an international health priority and healthcare students need to be prepared to work with people living with dementia. There is a paucity of the literature describing appropriate educational interventions for pre-qualifying healthcare students and even fewer that are evaluated.

Methods:

Based on available evidence, an education program was developed aiming to increase students’ knowledge and confidence in working with people with dementia (PWD). An introductory program (IP) of classroom sessions and workshops was followed by a volunteer care home experience (CHE) (4 × 3 h). Piloted with physiotherapy (IP n = 55; CHE n = 6) and nursing students (IP n = 20; CHE n = 7), using a survey design, knowledge, and perceived confidence for working with PWD were measured at four time points; baseline, after the IP, after the CHE, and six months later. The data were analyzed using paired t-tests or non-parametric equivalents.

Results:

Knowledge scores increased after the IP (Time 1–2, p < 0.001, n = 48) and increases were retained after six months (Time 1–4, p < 0.001, n = 40). Perceived confidence increased at six months follow up (Time 1–4, p < 0.001, n = 40) with peaks after the IP (Time 1–2, p < 0.001, n = 47) and CHE (Time 2–3, p = 0.004, n = 13). Physiotherapy and nursing students did not differ on knowledge, but nursing students were more confident at baseline and after the IP. Prior experience equated with greater confidence but no more knowledge.

Conclusions:

Findings indicate that students’ knowledge and confidence to work with PWD improves after this educational intervention, with confidence improving more when supplemented by experience.

Keywords

dementiaeducationcognitive impairmentnursing homes
Type
Research Article
Information
International Psychogeriatrics , Volume 28 , Issue 4 , April 2016 , pp. 647 - 656
Copyright
Copyright © International Psychogeriatric Association 2015 

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