Teaching and learning about dementia care among undergraduate nursing students: A scoping review |
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Affiliation: | 1. The University of Akron, College of Health and Human Sciences, School of Nursing, Akron, OH, 44325-3701, USA;2. University of Maryland, Department of Psychology, 3174A Biology-Psychology Bldg., College Park, MD, 20742, USA;1. University of Salford, Frederick Rd Campus, Salford M6 6PU, UK;2. De Montfort University, Edith Murphy Building 7.08, The Gateway, Leicester LE1 9BH, UK;3. Faculty of Health and Social Sciences, City Campus, Leeds Beckett University, Leeds, LS1 3HE, UK;1. Faculty of Health, Social Care and Education, Kingston University & St George''s University of London, St George''s Healthcare NHS Trust, United Kingdom;2. School of Rehabilitation Sciences, Faculty of Health, Social Care and Education, Kingston University & St George''s University of London, United Kingdom;3. Faculty of Health, Social Care and Education, Kingston University & St George''s University of London, United Kingdom |
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Abstract: | AimReview available evidence on teaching methods and learning outcomes among undergraduate nursing students regarding care for people with dementia. Background: The debilitating nature and the rapidly growing number of dementia cases will cause significant increase in the demand of healthcare services. Nurses play an essential role in improving the quality of care for people with dementia, although some evidence suggests that training in dementia care among nurses is poor.DesignA scoping review of the literature. following the Joanna Briggs Institute methodology for scoping reviews. The source of evidence selection adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review.MethodsData sources were Medline, Embase, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Education Resources Information Centre and Scopus. Inclusion criteria were studies found through database search up to 15th December 2020, published in English or Spanish with data regarding any method used for dementia education among undergraduate nursing students.Results19 studies were included in this review. The identified methods were simulation (n = 5), awareness-raising activities (n = 4), placement (n = 3), home visits (n = 3), combined activities (n = 3) and service learning (n = 1). Learning outcomes were measured in terms of knowledge, attitudes, preparedness, empathy, self-confidence, self-efficacy, awareness and students´ perceptions.ConclusionsThis scoping review has found high heterogeneity among dementia education programs and learning outcomes. Nursing education can be enhanced by designing and measuring effective and evidence-based educational interventions so that nursing students develop competencies which make it easier to deliver quality care for people with dementia. |
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Keywords: | Dementia Evidence-based nursing Nurse education research Nursing care Nursing students Scoping review |
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