{"title":"A realist synthesis of dementia education programmes for pre-registration nurses","authors":"Aoife Conway, Deirdre Harkin, Assumpta Ryan","doi":"10.1016/j.nedt.2024.106393","DOIUrl":null,"url":null,"abstract":"<div><h3>Aims</h3><p>The escalating prevalence of dementia globally highlights the urgency for effective nursing care and dementia education. The aim of this review was to synthesize evidence on dementia education programmes for pre-registration nursing, exploring the types implemented, the contexts in which they operate, the mechanisms influencing their success, and their intended and unintended outcomes.</p></div><div><h3>Design</h3><p>A realist synthesis approach was employed to explore the functioning of complex interventions within specific contexts, acknowledging the intricate nature of dementia education programmes and the diverse settings in which they are implemented.</p></div><div><h3>Data sources</h3><p>A rigorous search strategy was implemented across databases including Medline, CINAHL, Scopus, and ProQuest Health and Medical, supplemented by hand searching and citation searching. Preliminary screening and refinement processes ensured comprehensive coverage of relevant literature.</p></div><div><h3>Review methods</h3><p>A systematic and iterative approach was adopted, involving quality assessment under the headings of relevance, rigour, and richness. Data extraction and synthesis processes were focused on identifying contexts, mechanisms, and outcomes relevant to dementia education in nursing.</p></div><div><h3>Results</h3><p>A total of 25 studies were reviewed. Key findings highlight the effectiveness of narrative-based learning, varied educational methods, and experienced providers in improving nursing students' knowledge, attitudes, and confidence. These approaches influenced care priorities and increased interest in working with people living with dementia. However, there is a noted gap in understanding the long-term benefits and academic impact of these programmes.</p></div><div><h3>Conclusions</h3><p>Dementia education programmes are pivotal in preparing nursing students for effective dementia care. The co-production and design involvement of people living with dementia in curricula development is recommended to enhance relevance and applicability. We call for further research into the long-term benefits of dementia education, the impact of academic recognition, and the alignment of programmes with nursing curricula.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106393"},"PeriodicalIF":3.6000,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724003034/pdfft?md5=10b8f83ea467104c1677a65c04a49204&pid=1-s2.0-S0260691724003034-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724003034","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Aims
The escalating prevalence of dementia globally highlights the urgency for effective nursing care and dementia education. The aim of this review was to synthesize evidence on dementia education programmes for pre-registration nursing, exploring the types implemented, the contexts in which they operate, the mechanisms influencing their success, and their intended and unintended outcomes.
Design
A realist synthesis approach was employed to explore the functioning of complex interventions within specific contexts, acknowledging the intricate nature of dementia education programmes and the diverse settings in which they are implemented.
Data sources
A rigorous search strategy was implemented across databases including Medline, CINAHL, Scopus, and ProQuest Health and Medical, supplemented by hand searching and citation searching. Preliminary screening and refinement processes ensured comprehensive coverage of relevant literature.
Review methods
A systematic and iterative approach was adopted, involving quality assessment under the headings of relevance, rigour, and richness. Data extraction and synthesis processes were focused on identifying contexts, mechanisms, and outcomes relevant to dementia education in nursing.
Results
A total of 25 studies were reviewed. Key findings highlight the effectiveness of narrative-based learning, varied educational methods, and experienced providers in improving nursing students' knowledge, attitudes, and confidence. These approaches influenced care priorities and increased interest in working with people living with dementia. However, there is a noted gap in understanding the long-term benefits and academic impact of these programmes.
Conclusions
Dementia education programmes are pivotal in preparing nursing students for effective dementia care. The co-production and design involvement of people living with dementia in curricula development is recommended to enhance relevance and applicability. We call for further research into the long-term benefits of dementia education, the impact of academic recognition, and the alignment of programmes with nursing curricula.
目的全球痴呆症发病率的不断攀升凸显了有效护理和痴呆症教育的紧迫性。本综述旨在综合注册前护理人员痴呆症教育计划的相关证据，探讨其实施类型、运作环境、影响其成功的机制以及预期和非预期结果。设计采用现实主义综合方法探讨复杂干预措施在特定环境中的作用，同时承认痴呆症教育项目的复杂性及其实施环境的多样性。数据来源在Medline、CINAHL、Scopus和ProQuest Health and Medical等数据库中实施了严格的检索策略，并辅以人工检索和引文检索。综述方法 采用系统的迭代方法，包括相关性、严谨性和丰富性质量评估。数据提取和综合过程的重点是确定与护理中痴呆症教育相关的背景、机制和结果。主要发现强调了基于叙事的学习、不同的教育方法和经验丰富的提供者在提高护理专业学生的知识、态度和信心方面的有效性。这些方法影响了护理工作的重点，提高了护理痴呆症患者的兴趣。然而，在了解这些项目的长期益处和学术影响方面还存在明显差距。建议让痴呆症患者参与课程开发的共同制作和设计，以提高相关性和适用性。我们呼吁进一步研究痴呆症教育的长期益处、学术认可的影响以及课程与护理课程的一致性。
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
