Improving knowledge, identification, support, and care for people with dementia: a scoping review of interventions.

IF 1.3 Q3 EDUCATION & EDUCATIONAL RESEARCH

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-10-06 DOI:10.1080/02701960.2025.2566855

Krishna Prasad Pathak, Anthony Montgomery, Mahesh Kumar Khanal, Tara Gaire, Chirinjibi Adhikari, Chhabi Lal Ranabhat, Chhabindra Prasad Gaire, Natalia Cristina de Olivera

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引用次数: 0

Abstract

Background: Dementia is a global challenge, but one that is hampered by inadequate knowledge and skills among health care professionals (HCPs).

Objectives: This study aims to scope the range of interventions available for HCPs to improve their knowledge, diagnosis, and management of dementia. The scoping review was conducted to determine the extent of the interventions in terms of scope, intensity, duration, geographical areas represented, and methodologies used.

Research design and methods: Online databases were used to identify papers published 2000-2024. We included studies that contained keywords relating to educational interventions that focused on health professionals' knowledge, detection, and management of dementia. Additional papers were obtained through citation searches and by examining the reference lists.

Results: Thirty-one articles, the majority from developed countries, were included in this review. Collaborative practice-based workshops, community-based interactive learning activities, and multimodal educational programs were the most effective interventions. Educational interventions are linked to HCPs' confidence levels and are an essential step in understanding dementia characteristics, causes, risks, and paths to health promotion.

Conclusions: HCPs can benefit from models that emphasize interdisciplinary approaches to knowledge, detection, and management of dementia. The potential to adapt successful models for use in developing countries is a challenge for the future.

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改善对痴呆症患者的认识、识别、支持和护理：干预措施的范围审查。

背景：痴呆症是一项全球性挑战，但受到卫生保健专业人员（HCPs）知识和技能不足的阻碍。目的：本研究旨在为HCPs提供一系列干预措施，以提高他们对痴呆症的认识、诊断和管理。进行了范围审查，以确定干预措施的范围、强度、持续时间、所代表的地理区域和使用的方法的程度。研究设计与方法：采用在线数据库对2000-2024年发表的论文进行检索。我们纳入了包含与教育干预相关的关键词的研究，这些关键词关注的是卫生专业人员对痴呆症的知识、检测和管理。通过引文检索和查阅参考书目获得了其他论文。结果：31篇文章被纳入本综述，其中大部分来自发达国家。以合作实践为基础的工作坊、以社区为基础的互动学习活动和多模式教育计划是最有效的干预措施。教育干预与卫生保健专业人员的信心水平有关，是了解痴呆症特征、原因、风险和促进健康途径的重要步骤。结论：HCPs可以受益于强调跨学科方法来认识、检测和管理痴呆症的模型。对成功的模式进行调整以供发展中国家使用的潜力是未来的一个挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

GERONTOLOGY & GERIATRICS EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

18.80%

发文量

期刊介绍： Gerontology & Geriatrics Education is geared toward the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of students, teachers, practitioners, administrators, and policy makers and is dedicated to improving awareness of best practices and resources for gerontologists and gerontology/geriatrics educators. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.