Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature

Autor/inn/en	Surr, Claire A.; Gates, Cara; Irving, Donna; Oyebode, Jan; Smith, Sarah Jane; Parveen, Sahdia; Drury, Michelle; Dennison, Alison
Titel	Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature
Quelle	In: Review of Educational Research, 87 (2017) 5, S.966-1002 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
Schlagwörter	Dementia; Program Effectiveness; Guidelines; Health Services; Evidence; Alzheimers Disease; Staff Development; Labor Force Development; Search Strategies; Statistical Analysis; Teaching Methods; Instructional Materials; Social Services; Self Efficacy; Behavior Change; Self Esteem; Competence; Attitude Change; Educational Research + Suchen Sie Ihr Suchwort? Demenz; Richtlinien; Health service; Gesundheitsdienst; Gesundheitswesen; Evidenz; Personnel development; Personalentwicklung; Arbeitskräftebestand; Suchstrategie; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Social service; Soziale Dienstleistung; Soziale Dienste; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Kompetenz; Attitudinal change; Einstellungsänderung; Bildungsforschung; Pädagogische Forschung
Abstract	Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick's return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants' role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01