ORCID Profile
0000-0002-7913-6888
Current Organisation
University of Tasmania
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Publisher: Elsevier BV
Date: 06-2015
DOI: 10.1016/J.NEDT.2015.02.019
Abstract: Globally, rising rates of dementia indicate the need for more nurses skilled in caring for people with this condition. However nursing students may not acquire the requisite knowledge from existing undergraduate curricula. To investigate the dementia knowledge of second-year nursing students before and after a supported placement in a residential aged care facility. Assessment of the level of knowledge of dementia is important to provide evidence of the need to enhance dementia learning in the nursing curriculum. A pre-post control-intervention questionnaire study. 16 Tasmanian residential aged care facilities (RACFs). 99 Tasmanian second-year nursing undergraduate students (52 intervention, 47 control). Second year nursing students were engaged in a three week RACF clinical placement at one of the 14 control facilities or one of the 2 involved in the development of teaching aged care facilities. Pre ost data were collected using the 21-item 'Dementia Knowledge Assessment Tool 2.0' and demographic survey questions, and analysed using descriptive analyses and nonparametric significance tests. The data showed that these nursing students had a poor knowledge of dementia, with limited understanding of key items relevant to their clinical practice. Knowledge of dementia was significantly improved after students' participation in supported clinical placements at an intervention residential aged care facility. This knowledge improvement was significantly higher than that of students who attended clinical placements at control facilities. A well-supported clinical placement at a residential aged care facility can improve nursing students' knowledge of dementia, in particular in relation to aspects directly relevant to their clinical practice.
Publisher: Wiley
Date: 08-2021
DOI: 10.1111/AJR.12777
Abstract: To investigate dementia knowledge within a rural Australian general public cohort and understand demographic predictors of knowledge in this population. A cross‐sectional study comprising quantitative surveys. 321 participants were recruited from the Tasmanian general public (February‐September 2017). 28% of participants were from remote or outer regional postcodes the remainder were from inner regional areas. The median age was 46 years 35% were male. 30% had participated in prior dementia education, 29% had worked with people living with dementia, and 23% had no identified personal experience of people living with dementia. No interventions were conducted as part of this study. Dementia knowledge was assessed using the Dementia Knowledge Assessment Scale. Demographic variables were also collected. Mean dementia knowledge was moderate and participants scored highest on the care considerations subscale. Those with personal experience with a person living with dementia scored significantly higher on all subscales, and overall, than those without. Dementia education, general education, and previous work, care or close relationship with people living with dementia were all significant predictors in a regression model explaining nearly a third of the variance in overall dementia knowledge. While personal experience of dementia improves knowledge of the condition, dementia education is the most important predictor. Deficits identified in knowledge of risk factors, and incomplete knowledge about aspects important to quality care, suggest a need for further education for the general public, particularly in the light of the rising prevalence of dementia in ageing rural populations.
Publisher: FapUNIFESP (SciELO)
Date: 12-2021
DOI: 10.1590/1980-57642021DN15-040008
Abstract: ABSTRACT International organizations estimate that a new dementia is diagnosed every 3 s. Objectives: To explore the knowledge and beliefs among a cross-section of the adult population of Cuba with regard to dementia risk factors and to determine the demographic variables related with it. A cross-sectional survey was carried out on 1,004 Cubans. Methods: The survey measured the importance placed on dementia, risk reduction knowledge, and the actions to prevent it. Logistic regression was undertaken to identify variables associated with knowledge. Results: Many respondents (47.5%) believe that dementia risk reduction should start before the age of 40. Cognitive stimulation and physical activities were selected with major frequency. Being older than 48 years, having previous contact with dementia, and university education increases the probability of having healthy lifestyles. Conclusions: The exploration of demographic variables allows the prediction of likelihood to know about or have positive beliefs in relation to dementia. They should be contemplated into strategies for dementia prevention in Cuban population.
Publisher: SAGE Publications
Date: 2022
DOI: 10.33151/AJP.19.929
Abstract: Paramedics are key to the provision of emergency care in the community. Those living with dementia use paramedic services at a high rate, due to a range of issues related to comorbid conditions and other acute events which mean care cannot continue in the home. There is a paucity of literature related to care provided in such instances. Anecdotally, a perception exists that providing care to this group of people is challenging for paramedics in situations where high level assessment and emergency care are paramount. Paramedics in one Australian state were sought to participate in an exploratory study to enhance understanding of how they currently worked with people who lived in the community and had dementia. Sixteen participants were recruited to the study, and they worked in a number of areas, including urban and rural. Experience was broad, ranging from one to 36 years in the paramedic role. Inductive thematic analysis of interviews revealed key themes that framed the paramedic role and permeated interactions, assessment and decision-making. Paramedics participating in this study recognised people living with dementia who had high level impacts of the condition, suggesting those with less visible symptoms may remain hidden. With the projected increase of people diagnosed with dementia it is imperative that paramedics are aware of, and integrate dementia knowledge, skills and confidence into their practice. Deeper exploration of the area that includes volunteer ambulance personnel and further inquiry of the role of paramedics in relation to those living with dementia is needed. A focus on education and professional development to equip paramedics to work with people living with dementia is recommended. The findings suggest that greater work in this area is required.
Publisher: Wiley
Date: 09-12-2021
DOI: 10.1111/AJAG.12886
Abstract: To evaluate the dementia knowledge of allied health professionals and identify their specific learning needs. An online survey was conducted with allied health professionals enrolled in the Understanding Dementia Massive Open Online Course, a free course open to anyone, worldwide. The primary outcome measure was the Dementia Knowledge Assessment Scale, assessed prior to course commencement. The survey was completed by 1591 participants. The mean dementia knowledge score was 35.0 (SD 8.4), with 13% (n = 207) achieving a target score of 45/50 or above, indicating comprehensive dementia knowledge. Key knowledge gaps were in the areas of dementia onset and non‐pharmacological management of behavioural and psychological symptoms of dementia. Allied health professionals surveyed had significant gaps in dementia knowledge. Educators planning dementia curriculum for allied health professionals could consider addressing areas of knowledge related to the identified items, with view to providing a foundation for excellence in dementia care.
Publisher: Springer Science and Business Media LLC
Date: 29-09-2023
Publisher: JMIR Publications Inc.
Date: 03-2022
DOI: 10.2196/34688
Abstract: Up to 40% of incident dementia is considered attributable to behavioral and lifestyle factors. Given the current lack of medical treatments and the projected increase in dementia prevalence, a focus on prevention through risk reduction is needed. We aim to increase dementia risk knowledge and promote changes in dementia risk behaviors at in idual and population levels. The Island Study Linking Aging and Neurodegenerative Disease (ISLAND) is a long-term prospective, web-based cohort study with nested interventions that will be conducted over a 10-year period. Target participants (n=10,000) reside in Tasmania and are aged 50 years or over. Survey data on knowledge, attitudes, and behaviors related to modifiable dementia risk factors will be collected annually. After each survey wave, participants will be provided with a personalized dementia risk profile containing guidelines for reducing risk across 9 behavioral and lifestyle domains and with opportunities to engage in educational and behavioral interventions targeting risk reduction. Survey data will be modeled longitudinally with intervention engagement indices, cognitive function indices, and blood-based biomarkers, to measure change in risk over time. In the initial 12 months (October 2019 to October 2020), 6410 participants have provided baseline data. The study is ongoing. Recruitment targets are feasible and efforts are ongoing to achieve a representative s le. Findings will inform future public health dementia risk reduction initiatives by showing whether, when, and how dementia risk can be lowered through educational and behavioral interventions, delivered in an uncontrolled real-world context. DERR1-10.2196/34688
Publisher: Wiley
Date: 05-2001
Publisher: Springer Science and Business Media LLC
Date: 22-11-2022
DOI: 10.1186/S12877-022-03596-1
Abstract: The 25-item Dementia Knowledge Assessment Scale (DKAS2) is a widely used tool for measuring knowledge of dementia. To increase the applicability of the Chinese-language version of the tool (DKAS-TC) for the general public, this study aimed to develop a shortened version using the item response theory (IRT) approach. A total of 401 participants voluntarily completed a Chinese-language version of the DKAS2 questionnaire (DKAS-TC) at the start of dementia awareness training courses in 2020 and 2021. The four Rasch family models were used to analyze the dimensionality of the shortened scale (the DKAS-s) and to confirm its accuracy in measuring dementia knowledge. The results justified supported the use of a dichotomous response scale for responding to the DKAS-s and demonstrated good fit of the data to a Rasch model with the four dimensions of “Causes and Characteristics”, “Communication and Engagement”, “Care Needs”, and “Risks and Health Promotion”. Moreover, we shortened the DKAS-TC by selecting items that had both above-average discriminative ability and above-average information. The DKAS-s retained 64.13% of the information contained in the DKAS-TC, resulting in a 16-item scale which retained four items in each of the original four dimensions. The DKAS-s also correlated highly (≥0.95) with the DKAS-TC and exhibited a sizeable range of difficulty of dementia knowledge. The DKAS-s is expected to be more efficient in field settings while retaining an acceptable level of psychometric properties when used as a survey instrument to measure the general public’s knowledge of dementia.
Publisher: Mark Allen Group
Date: 02-07-2015
DOI: 10.12968/IPPR.2015.5.2.35
Abstract: This paper analyses residential-aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Benefits of the placement in facilitating the development of critical interpersonal skills are identified and discussed. A cohort of final year undergraduate students (n=31) completed a five-day clinical placement in four participating residential-aged care facilities in Tasmania, Australia. The research involved the collection of qualitative data during student feedback meetings at the end of students’ placements. The data were analysed using a thematic analysis approach. Additionally, quantitative data from pre- and post-placement surveys were collected and analysed using IBM SPSS Statistics 20.0.0. The research found that students benefited from the placement in terms of developing their interpersonal skills. Students demonstrated an increased understanding of dementia and improved communication strategies for working with people with dementia. Paramedic clinical placements in residential-aged care facilities address two key issues identified by the Australian Learning and Teaching Council, these being a lack of interpersonal skills among graduate paramedics and a shortage of alternative learning sites.
Publisher: SAGE Publications
Date: 02-11-2021
DOI: 10.1177/14034948211055602
Abstract: Modifiable risk factors for dementia account for 40% of cases worldwide and exert impacts on risk across the life course. To have maximal public health impact, dementia risk-reduction initiatives need to reach a large and erse audience, including people from a wide range of ages and socioeconomic backgrounds. Currently, dementia risk-reduction interventions primarily reach a narrow audience, consisting largely of highly educated older adults from high income countries. In this commentary, we review established dissemination models to identify strategies that could be used to extend and broaden the reach of dementia risk-reduction initiatives. Three potential reach-broadening strategies can be identified from these models: engaging with distinct user groups focusing on interpersonal communication and utilising dissemination agents. Engaging with distinct user groups and utilising dissemination agents show promise for broadening the reach of dementia risk-reduction initiatives, while interpersonal communication has received limited attention in this context. Further evaluation of the impact of interpersonal communication may provide avenues to take advantage of this dissemination method. Based on the reviewed models and data from current risk-reduction initiatives, we suggest that utilising all three of these strategies may most effectively broaden the reach of dementia risk-reduction initiatives. This may promote risk reduction among a larger and more erse audience, more equitably reducing the global impact of dementia.
Publisher: Springer Science and Business Media LLC
Date: 19-11-2020
DOI: 10.1186/S12877-020-01891-3
Abstract: The ability to locate, navigate and use dementia services and information, either for oneself or in providing care for others, is an essential component of dementia literacy. Despite dementia literacy being understood to be inadequate in many settings, no validated instrument exists to measure these elements. Here we describe the development and preliminary validation of the Consumer Access, Appraisal and Application of Services and Information for Dementia (CAAASI-Dem) tool. Items were adapted from existing health literacy tools and guided by discussion posts in the Understanding Dementia Massive Open Online Course (UDMOOC). Following expert review and respondent debriefing, a modified CAAASI-Dem was administered to UDMOOC participants online. On the basis of descriptive statistics, inter-item and item total correlations and qualitative feedback, this was further refined and administered online to a second cohort of UDMOOC participants. Exploratory factor analysis identified underlying factor structure. Items were retained if they had significant factor loadings on one factor only. Each factor required at least three items with significant factor loadings. Internal consistency of factors in the final model was evaluated using Cronbach’s alpha coefficients. From a pool of 70 initial items with either a 5-point Likert scale (Not at all confident – Extremely confident or Strongly agree – Strongly disagree) or a binary scale (Yes – No), 65 items were retained in CAAASI-Dem-V1. Statistical and qualitative analysis of 1412 responses led to a further 34 items being removed and 11 revised to improve clarity. The 31 item CAAASI-Dem-V2 tool was subsequently administered to 3146 participants, one item was removed due to redundancy and EFA resulted in the removal of an additional 4 items and determination of a five factor structure: Evaluation and engagement Readiness Social supports Specific dementia services and Practical aspects . The five factors and 26 constituent items in CAAASI-Dem align with functional, critical, and communicative aspects of dementia health literacy from the perspective of the carer. As a screening tool for people living with dementia and their carers, CAAASI-Dem potentially provides a means to determine support needs and may be a key component of the dementia literacy assessment toolbox.
Publisher: SAGE Publications
Date: 2015
Abstract: This paper presents an evaluation of the pilot aged care clinical placement undertaken by undergraduate paramedic students in the university-based Wicking Dementia Research and Education Centre's Teaching Aged Care Facilities Program. The objective is to examine the learning experiences of students taking part in the first paramedic student clinical placement in Tasmania to be situated in the residential aged care environment. The students’ interactions with residents with dementia and with older people requiring a palliative approach to care are discussed, as key strategies to enhance paramedic student learning. Twenty-one final year undergraduate paramedic students completed a 5-day (40 hour) clinical placement in September/October 2011, in two participating residential aged care facilities in Tasmania, Australia. Qualitative data were obtained from weekly feedback meetings with students, which were audio-recorded, transcribed, and subjected to content analysis. Quantitative data from pre and post-placement questionnaires were collected and descriptive analyses performed. The data showed that students enjoyed interaction with residents and that this built their communication skills, particularly with residents with dementia. Students also learnt about the importance of a palliative approach to care and improved their knowledge of dementia. A supported placement program for paramedic students in residential aged care facilitates student learning in a number of areas, particularly around working with people with dementia, which is likely to enhance student readiness for the graduate paramedic role.
Publisher: Wiley
Date: 08-11-2016
DOI: 10.1111/JOCN.13018
Abstract: To investigate which aspects of student nurses' experiences of residential aged care facility clinical placements affect perceived likelihood of choosing a career in residential aged care post graduation. Poor clinical placement experiences as a student contribute to nurses' reluctance to work in aged care. Various factors have been found to improve the placement experience and influence students' attitudes and employment intentions. Missing from the literature is a quantitative - rather than qualitative - exploration of which attributes of an aged care placement link to perceived likelihood of working in residential aged care post graduation. Supported residential aged care placement programmes were developed for nursing students using an evidence-based best-practice model within an action research framework. Staff formed a mentor group in two facilities. During placement, weekly feedback meetings were held for students and mentors. Second-year nursing students (n = 71) participating in a three- or four-week placement programme at two Tasmanian residential aged care facilities (September 2011-May 2013) completed questionnaires on placement experiences. Measures of association (correlation coefficients) were used to assess the effect of a range of variables on the likelihood of working in an aged care facility post graduation. Associations were identified between the likelihood of working in residential aged care post graduation and nurse mentor-student feedback exchange, Teaching and Learning Score and supportiveness of care workers. This study adds to the literature by providing quantitative evidence that certain aspects of aged care placements influence attitudes to working in these sites post graduation. To increase interest in working in residential aged care, the teaching and learning environment needs improvement, opportunities should be proffered for mentor-student feedback exchange during placements and care workers need support to mentor effectively.
Publisher: Springer Science and Business Media LLC
Date: 06-02-2015
Publisher: Cold Spring Harbor Laboratory
Date: 07-06-2021
DOI: 10.1101/2021.06.04.21258359
Abstract: To explore knowledge and beliefs among a cross-section of the Cuban adult population with regard to dementia risk factors and to determine the demographic variables related with it. A cross-sectional survey was carried out on 1004 Cubans. The survey measured the importance placed on dementia, risk reduction knowledge and the actions to prevent it. Logistic regression was undertaken to identify variables associated with knowledge. Most respondents (47.5%) believe that dementia risk reduction should start before age of 40. Cognitive stimulation and physical activities were selected with major frequency. Being older than 48 years, having previous contact with dementia and university education increases the probability of having healthy lifestyles. The exploration of demographic variables allows the prediction of likelihood to know about or have positive beliefs in relation to dementia. They should be contemplated into strategies for dementia prevention in Cuban population.
Publisher: JMIR Publications Inc.
Date: 04-11-2021
Abstract: p to 40% of incident dementia is considered attributable to behavioral and lifestyle factors. Given the current lack of medical treatments and the projected increase in dementia prevalence, a focus on prevention through risk reduction is needed. e aim to increase dementia risk knowledge and promote changes in dementia risk behaviors at in idual and population levels. he Island Study Linking Aging and Neurodegenerative Disease (ISLAND) is a long-term prospective, web-based cohort study with nested interventions that will be conducted over a 10-year period. Target participants (n=10,000) reside in Tasmania and are aged 50 years or over. Survey data on knowledge, attitudes, and behaviors related to modifiable dementia risk factors will be collected annually. After each survey wave, participants will be provided with a personalized dementia risk profile containing guidelines for reducing risk across 9 behavioral and lifestyle domains and with opportunities to engage in educational and behavioral interventions targeting risk reduction. Survey data will be modeled longitudinally with intervention engagement indices, cognitive function indices, and blood-based biomarkers, to measure change in risk over time. n the initial 12 months (October 2019 to October 2020), 6410 participants have provided baseline data. The study is ongoing. ecruitment targets are feasible and efforts are ongoing to achieve a representative s le. Findings will inform future public health dementia risk reduction initiatives by showing whether, when, and how dementia risk can be lowered through educational and behavioral interventions, delivered in an uncontrolled real-world context. ERR1-10.2196/34688
Publisher: Elsevier BV
Date: 02-2011
Publisher: Wiley
Date: 17-04-2023
DOI: 10.1002/HPJA.602
Abstract: Encouraging people to adopt life‐long habits that reduce dementia risk is necessary to manage the growing global prevalence of this condition and is, therefore, a global health priority. Current initiatives promoting risk‐reducing behaviour primarily attract participants from a limited range of backgrounds, even if widely available. This may inadvertently increase health inequities, as the people who are most likely to develop dementia are the people who are least involved in risk‐reduction initiatives. Interpersonal communication can effectively disseminate health messages to demographically erse populations and may, therefore, broaden the reach of dementia risk‐reduction information. Coding reliability thematic analysis was used to categorise reports of information sharing provided by participants from one global online dementia risk education initiative, the Preventing Dementia Massive Open Online Course, or MOOC. These reports of information sharing were provided in response to the feedback question: “If you have already applied your MOOC learning, please tell us how.” Information was reportedly shared with a wide range of people, including those from demographic groups that are under‐represented among Preventing Dementia MOOC participants. Information about specific risk factors was shared, along with general information about the course and/or dementia risk reduction. Some participants also reported that the people they shared information with were initiating risk‐reducing behaviours. Interpersonal communication has the potential to disseminate dementia risk reduction information to, and promote behaviour change among, a broad group of people at risk of dementia, thereby increasing equity in dementia risk education.
Publisher: Springer Science and Business Media LLC
Date: 02-01-2022
DOI: 10.1186/S12913-021-07411-2
Abstract: People with young onset dementia (YOD) have unique needs and experiences, requiring care and support that is timely, appropriate and accessible. This relies on health professionals possessing sufficient knowledge about YOD. This study aims to establish a consensus among YOD experts about the information that is essential for health professionals to know about YOD. An international Delphi study was conducted using an online survey platform with a panel of experts ( n = 19) on YOD. In round 1 the panel in idually responded to open-ended questions about key facts that are essential for health professionals to understand about YOD. In rounds 2 and 3, the panel in idually rated the collated responses in terms of their importance in addition to selected items from the Dementia Knowledge Assessment Scale. The consensus level reached for each statement was calculated using the median, interquartile range and percentage of panel members who rated the statement at the highest level of importance. The panel of experts were mostly current or retired clinicians (57%, n = 16). Their roles included neurologist, psychiatrist and neuropsychiatrist, psychologist, neuropsychologist and geropsychologist, physician, social worker and nurse practitioner. The remaining respondents had backgrounds in academia, advocacy, or other areas such as law, administration, homecare or were unemployed. The panel reached a high to very high consensus on 42 (72%) statements that they considered to be important for health professionals to know when providing care and services to people with YOD and their support persons. Importantly the panel agreed that health professionals should be aware that people with YOD require age-appropriate care programs and accommodation options that take a whole-family approach. In terms of identifying YOD, the panel agreed that it was important for health professionals to know that YOD is aetiologically erse, distinct from a mental illness, and has a combination of genetic and non-genetic contributing factors. The panel highlighted the importance of health professionals understanding the need for specialised, multidisciplinary services both in terms of diagnosing YOD and in providing ongoing support. The panel also agreed that health professionals be aware of the importance of psychosocial support and non-pharmacological interventions to manage neuropsychiatric symptoms. The expert panel identified information that they deem essential for health professionals to know about YOD. There was agreement across all thematic categories, indicating the importance of broad professional knowledge related to YOD identification, diagnosis, treatment, and ongoing care. The findings of this study are not only applicable to the delivery of support and care services for people with YOD and their support persons, but also to inform the design of educational resources for health professionals who are not experts in YOD.
Publisher: Springer Science and Business Media LLC
Date: 08-01-2019
Publisher: Wiley
Date: 31-10-2020
DOI: 10.1111/JOCN.15533
Abstract: To translate 25‐item Dementia Knowledge Assessment Scale into Chinese and evaluate its psychometric properties amongst Chinese healthcare providers. The prevalence of dementia is increasing in China, but development of relevant training for healthcare providers is still in its infancy stage. A comprehensive, valid and reliable Chinese knowledge‐of‐dementia measure is needed to identify training needs and evaluate the effect of educational interventions. A cross‐sectional survey. The Dementia Knowledge Assessment Scale was translated into Chinese following the modified Brislin's translation model. Content and face validity were established by an expert panel in dementia care and healthcare providers. A convenience s le of 290 healthcare providers in care homes and hospitals was recruited. Construct validity was evaluated through confirmatory factor analysis, concurrent validity and known groups’ comparisons method. Reliability was evaluated through internal consistency reliability and 2‐week test–retest reliability. This study used the STROBE checklist for reporting. The content validity index was 0.98. The confirmatory factor analysis model revealed that the four‐factor model was partly supported in the present study. The moderate correlation between Chinese version of Dementia Knowledge Assessment Scale and Alzheimer's Disease Knowledge Scale indicated acceptable concurrent validity. The mean score of the scale and subscale scores showed significant differences between health professionals and care assistants, except for the subscale of “Care Considerations.” The reliability was demonstrated with Cronbach's alpha of .77 and intra‐class correlation coefficients of each subscale between .74 and .92 among 56 respondents. The Chinese version of Dementia Knowledge Assessment Scale demonstrated acceptable concurrent validity but marginal factorial validity and satisfactory reliability amongst Chinese healthcare providers. Therefore, applying the four‐factor structure of Chinese version scale should be considered. Chinese version of Dementia Knowledge Assessment Scale can be used to understand the training needs of healthcare providers in dementia.
Publisher: Wiley
Date: 12-2014
DOI: 10.1111/INR.12156
Abstract: The study aimed to identify the potential for aged care placements to deliver benefits for second year nursing students when conducted within a supportive framework with debriefing and critical reflection opportunities. Given the ageing population and complex care needs of aged care facility residents, exacerbated by the high prevalence of dementia, the healthcare workforce's ability to meet older people's care needs is paramount. Yet research shows that nursing students are disengaged from aged care. Using a quasi-experimental mixed method design within an action research framework, 40 students were allocated a 3-week supported placement in 2011-2012 at one of the two intervention residential aged care facilities in Tasmania, Australia. Staff formed mentor action research groups in each facility and participated in a pre-placement capacity-building programme. Thirty-nine students were placed across 14 control facilities. Data were collected via meetings with students and pre-post placement questionnaires on placement experiences, attitudes and dementia knowledge. The intervention facility placement programme led to mentors and students being well prepared for the placement and to students experiencing enhanced teaching and learning derived from high levels of mentor support and increased autonomy. Students' knowledge, understanding and attitudes around aged care and dementia improved. Mentors working together within an action research framework can provide a supported residential aged care placement for nursing students that improves students' aged care attitudes and understandings. Provision of quality, supported aged care student placements is vital to prepare a new generation of nurses who will have to deal with the complex chronic healthcare needs associated with an ageing population.
Publisher: Wiley
Date: 06-2016
DOI: 10.1111/JGS.14142
Abstract: To compare the psychometric performance of the Dementia Knowledge Assessment Scale (DKAS) and the Alzheimer's Disease Knowledge Scale (ADKS) when administered to a large international cohort before and after online dementia education. Comparative psychometric analysis with pre- and posteducation scale responses. The setting for this research encompassed 7,909 in iduals from 124 countries who completed the 9-week Understanding Dementia Massive Open Online Course (MOOC). Volunteer respondents who completed the DKAS and ADKS before (n = 3,649) and after (n = 878) completion of the Understanding Dementia MOOC. Assessment and comparison of the DKAS and ADKS included evaluation of scale development procedures, interscale correlations, response distribution, internal consistency, and construct validity. The DKAS had superior internal consistency, wider response distribution with less ceiling effect, and better discrimination between pre- and posteducation scores and occupational cohorts than the ADKS. The 27-item DKAS is a reliable and preliminarily valid measure of dementia knowledge that is psychometrically and conceptually sound, overcomes limitations of existing instruments, and can be administered to erse cohorts to measure baseline understanding and knowledge change.
Publisher: Mark Allen Group
Date: 07-2013
DOI: 10.12968/JPAR.2013.5.7.400
Abstract: Objective: This paper analyses aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Student views on positive learning experiences during placement are identified in order to support further development of high-quality evidence-based clinical placements. Setting: A cohort of final year undergraduate students (n=17) completed a 5-day clinical placement in two participating residential aged care facilities in Tasmania, Australia. Method: The research involved the collection of qualitative data during weekly student feedback meetings whilst on placement that were recorded and transcribed. Quantitative data from pre- and post-placement questionnaires were collected and analysed using IBM SPSS Statistics 20.0. Results: Positive learning experiences identified by students include: an increased understanding of dementia and dementia palliation development of ‘soft skills’ such as empathy and communication skills and improved understanding of the operations of residential aged care facilities. Conclusions: Paramedic practice is an emerging discipline that needs to consider the positive learning experiences identified in this analysis. This will facilitate further development of quality, evidence-based models of undergraduate paramedic student learning in residential aged care.
Publisher: SLACK, Inc.
Date: 07-2014
DOI: 10.3928/01484834-20140620-02
Abstract: The residential aged care sector is reportedly a less attractive career choice for nursing students than other sectors. Research shows that students are often fearful of working with residents with dementia when they are inadequately supported on clinical placements by aged care staff. Thirty first-year nursing students attended a 2-week placement in one of two Tasmanian aged care facilities as part of the Wicking Dementia Research and Education Centre Teaching Aged Care Facilities Program, which aims to provide students with a quality aged care placement focusing on dementia palliation. Placement experience and dementia knowledge were evaluated through preplacement and postplacement questionnaires and weekly feedback meetings with mentors and students. Students had more positive attitudes related to aged care and higher dementia knowledge at the end of placement. Students described their interactions with residents with dementia and thought that the placement had increased their capacity to provide quality care to these residents. The findings indicate that residential aged care placements can be productive learning environments for novice nursing students. [ J Nurs Educ. 2014 (7):410–414.]
Publisher: Mark Allen Group
Date: 08-2013
DOI: 10.12968/JPAR.2013.5.8.462
Abstract: Objective: This paper analyses clinical placements undertaken by final year undergraduate paramedic students in residential aged care facilities. Barriers to effective teaching and learning are identified in order to tailor such placements to better meet future health system demands. Design: The research employed qualitative methodology using thematic analysis to identify key themes in the data. Setting: A cohort of final year paramedic undergraduate students (n=17) completed a five-day clinical placement in one of two residential aged care facilities in Tasmania, Australia. Method: This component of the research involved the collection and analysis of qualitative data from student and mentor feedback meetings during placement. Results: Barriers to teaching and learning while on clinical placement were identified and categorised into a number of key themes. These include: a lack of clarity of the placement structure, inadequate clinical liaison support, and limited contact with residents and facility staff. Conclusions: Developing placements that consider the barriers to effective learning identified in this research will facilitate further development of quality, evidence-based, best practice models of undergraduate paramedic student learning in residential aged care facilities.
Publisher: SAGE Publications
Date: 08-09-2015
Abstract: This paper reports on the design of a program that aims to prototype teaching aged care facilities in Australia. Beginning in two Tasmanian residential aged care facilities, the intent of the program is to support large-scale inter-professional student clinical placements, positively influence students’ attitudes toward working in aged care and drive development of a high-performance culture capable of supporting evidence-based aged care practice. This is important in the context of aged care being perceived as an unattractive career choice for health professionals, reinforced by negative clinical placement experiences. The Teaching Aged Care Facilities Program features six stages configured around an action research/action learning method, with dementia being a key clinical focus.
Publisher: Springer Science and Business Media LLC
Date: 31-07-2017
Publisher: Informa UK Limited
Date: 02-01-2023
Publisher: BMJ
Date: 2020
DOI: 10.1136/BMJOPEN-2019-033218
Abstract: This study assessed the impact of a Dementia Education Workshop on the confidence and attitudes of general practitioner (GP) registrars (GPR) and GP supervisors (GPS) in relation to the early diagnosis and management of dementia. Pretest post-test research design. Continuing medical education in Australia. 332 GPR and 114 GPS. Registrars participated in a 3-hour face-to-face workshop while supervisors participated in a 2-hour-modified version designed to assist with the education and supervision of registrars. The General Practitioners Confidence and Attitude Scale for Dementia was used to assess overall confidence, attitude to care and engagement. A t-test for paired s les was used to identify differences from preworkshop (T1) to postworkshop (T2) for each GP group. A t-test for independent s les was undertaken to ascertain differences between each workshop group. A Cohen’s d was calculated to measure the effect size of any difference between T1 and T2 scores. Significant increases in scores were recorded for Confidence in Clinical Abilities , Attitude to Care and Engagement between pretest and post-test periods. GPR exhibited the greatest increase in scores for Confidence in Clinical Abilities and Engagement . Targeted educational interventions can improve attitude, increase confidence and reduce negative attitudes towards engagement of participating GPs.
Publisher: Wiley
Date: 27-10-2015
DOI: 10.1111/JGS.13707
Abstract: To develop a reliable and valid dementia knowledge scale to address limitations of existing measures, support knowledge evaluation in erse populations, and inform educational intervention development. A five-stage, systematic scale development process was employed to construct and assess the psychometric properties of the Dementia Knowledge Assessment Scale (DKAS). Data for the study were generated in an online environment and during clinical dementia care placements from Australian (n = 1,321) and international respondents (n = 446). Volunteers from a dementia-related massive open online course (n = 1,651), medical students on clinical placement in a residential aged care facility (n = 40), and members of the Australian health workforce (n = 76). Psychometric properties of the DKAS were established using a literature review to assess the veracity of scale items, respondent feedback during pilot testing, a Delphi study with dementia experts, construction and review by an expert panel, evaluation of item difficulty, item-total and interitem correlations. Principal components analysis (PCA) was also performed along with measures of test-retest reliability, internal consistency, construct validity, and concurrent validity. The pilot DKAS was reduced from 40 to 27 items during analysis. PCA identified four distinct and interpretable factors. The revised DKAS displays high levels of test-retest reliability internal consistency and preliminary construct, concurrent, and factorial validity. The 27-item DKAS is reliable and shows preliminary validity for the assessment of knowledge deficiencies and change in those who provide care and treatment for people with dementia.
Publisher: SAGE Publications
Date: 25-03-2022
DOI: 10.1177/14713012221080003
Abstract: To ensure the well-being, quality of life and quality of care of people living with dementia, carers need to have the necessary communication knowledge and skills to respond appropriately to a person’s changing abilities and needs. Understanding carers’ communication experiences and needs in the context of dementia care is an important step in enabling effective education and support for carers. This study aimed to investigate communication challenges faced by carers and their coping strategies, influencing factors, and communication education and training needs. The s le involved 258 carers enrolled in an online dementia care program, and data were collected using a 16-item questionnaire. Descriptive statistics and non-parametric inferential statistics, including Chi-square, Mann–Whitney U, Kruskal–Wallis and Spearman’s rho, were used to analyse the data. The participants reported experiencing a range of challenges in communicating with people living with dementia and employing various strategies in addressing these challenges, either independently or with the support of others. Improvements in a number of factors would be beneficial for carers, including more time for caring, more care and social support, as well as enhanced skills in communicating with people living with dementia. A large majority of the participants indicated their need for education or training in communication knowledge and skills, and those with higher learning needs were likely to be younger, care workers and other health professionals, and those with less care experience. Recommendations are made for future research and efforts to maximise effective education and support for carers of people living with dementia.
Publisher: Springer Science and Business Media LLC
Date: 10-04-2019
DOI: 10.1038/S41539-019-0042-4
Abstract: The prevalence of dementia is escalating world-wide and knowledge deficits remain a barrier to community inclusiveness and quality care. The need for quality, comprehensive education has been identified as a key priority for global action plans on dementia. The Understanding Dementia Massive Open Online Course (UDMOOC) offers the potential to improve dementia knowledge globally. Completion rates for the UDMOOC (2016–2017) were on average 42% of enrolments, and 69% of participants care or have cared for people with dementia. The current study shows baseline dementia knowledge was positively related to previous learning about dementia from various types of exposure to the condition including having family members and/or working with people with the condition, and having undertaken dementia education. However, knowledge of all participant groups showed substantial improvements after completion of the UDMOOC. This was shown regardless of educational background and previous experience of dementia, and group differences after completing the UDMOOC were minimised. The UDMOOC is therefore an effective knowledge translation strategy to improve dementia knowledge for a erse, international learner group.
Publisher: Wiley
Date: 08-01-2022
DOI: 10.1002/GPS.5672
Abstract: Dementia is a stigmatised condition and dementia‐related stigma is associated with low self‐esteem, poor psychological wellbeing, social isolation and poor quality of life in people living with dementia and their families. There is, however, a lack of valid measures that accurately quantify dementia‐related stigma in the general public. This study reports the initial psychometric evaluation of a new tool designed to measure dementia‐related public stigma amongst community dwelling adults. A s le of 3250 in iduals aged 18 and over completed an online survey on their beliefs and feelings regarding dementia and people living with dementia, and their behavioural intentions towards people living with dementia. Exploratory factor analysis (EFA) using Maximum Likelihood with oblique rotation was performed to extract factors. Confirmatory factor analysis (CFA) was used to confirm the factor structure using goodness‐of‐fit index (GFI), the comparative fit index (CFI), and the root mean square error of approximation (RMSEA) to evaluate the model fit. Internal consistency was measured for the final scale version. EFA resulted in a 16‐item, 5‐factor model (Fear and discomfort, Negative perceptions, Positive perceptions, Burden, and Exclusion) that explained 50.43% of the total variance. The CFA‐estimated model demonstrated a good fit all fit indices were larger than 0.95 (GFI = 0.967, CFI = 0.959) and smaller than 0.05 (RMSEA = 0.048). The final scale showed moderate to high reliability scores ranging from α = 0.738 to 0.805. The Dementia Public Stigma Scale is a tool with reliability, and some demonstrated validity. This scale can be used to measure the public stigma of dementia amongst adults and may be used in the development and evaluation of interventions aimed at dementia‐related stigma reduction.
No related grants have been discovered for Claire Eccleston.