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A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes
BACKGROUND AND OBJECTIVES: There is a need to ensure that the future healthcare workforce has the necessary knowledge and skills to deliver high quality compassionate care to the increasing number of people with dementia. Our programme has been set up to address this challenge. In the programme, und...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Oxford University Press
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7583517/ https://www.ncbi.nlm.nih.gov/pubmed/32946559 http://dx.doi.org/10.1093/ageing/afaa182 |
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author | Daley, Stephanie Feeney, Yvonne Grosvenor, Wendy Hebditch, Molly Morley, Leila Sleater, Gillian Wright, Juliet Banerjee, Sube |
author_facet | Daley, Stephanie Feeney, Yvonne Grosvenor, Wendy Hebditch, Molly Morley, Leila Sleater, Gillian Wright, Juliet Banerjee, Sube |
author_sort | Daley, Stephanie |
collection | PubMed |
description | BACKGROUND AND OBJECTIVES: There is a need to ensure that the future healthcare workforce has the necessary knowledge and skills to deliver high quality compassionate care to the increasing number of people with dementia. Our programme has been set up to address this challenge. In the programme, undergraduate healthcare students (nursing, medical and paramedic) visit a family (person with dementia and their carer) in pairs over a 2-year period. This qualitative study sought to understand the student experience of the programme. METHODS: Participants were undergraduate healthcare students who were undertaking our programme at two universities. We sampled for variation in the student participants in order to generate a framework for understanding the student experience of the programme. Students were invited to take part in the qualitative study, and written consent was obtained. Interviews and focus group transcripts were analysed using thematic analysis. RESULTS: Thirty-nine (nursing, medical and paramedic) student participants took part in individual in-depth qualitative interviews and 38 took part in five focus groups. Four key themes were identified from the analysis; relational learning, insight and understanding, challenging attitudes and enhanced dementia practice. DISCUSSION: Student experience of our programme was shown to be positive. The relationship between the students and family was most impactful in supporting student learning, and the subsequent improvement in knowledge, attitudes and practice. Our model of undergraduate dementia education has applicability for other long-term conditions. |
format | Online Article Text |
id | pubmed-7583517 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Oxford University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-75835172020-10-29 A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes Daley, Stephanie Feeney, Yvonne Grosvenor, Wendy Hebditch, Molly Morley, Leila Sleater, Gillian Wright, Juliet Banerjee, Sube Age Ageing Qualitative Paper BACKGROUND AND OBJECTIVES: There is a need to ensure that the future healthcare workforce has the necessary knowledge and skills to deliver high quality compassionate care to the increasing number of people with dementia. Our programme has been set up to address this challenge. In the programme, undergraduate healthcare students (nursing, medical and paramedic) visit a family (person with dementia and their carer) in pairs over a 2-year period. This qualitative study sought to understand the student experience of the programme. METHODS: Participants were undergraduate healthcare students who were undertaking our programme at two universities. We sampled for variation in the student participants in order to generate a framework for understanding the student experience of the programme. Students were invited to take part in the qualitative study, and written consent was obtained. Interviews and focus group transcripts were analysed using thematic analysis. RESULTS: Thirty-nine (nursing, medical and paramedic) student participants took part in individual in-depth qualitative interviews and 38 took part in five focus groups. Four key themes were identified from the analysis; relational learning, insight and understanding, challenging attitudes and enhanced dementia practice. DISCUSSION: Student experience of our programme was shown to be positive. The relationship between the students and family was most impactful in supporting student learning, and the subsequent improvement in knowledge, attitudes and practice. Our model of undergraduate dementia education has applicability for other long-term conditions. Oxford University Press 2020-09-18 /pmc/articles/PMC7583517/ /pubmed/32946559 http://dx.doi.org/10.1093/ageing/afaa182 Text en © The Author(s) 2020. Published by Oxford University Press on behalf of the British Geriatrics Society. http://creativecommons.org/licenses/by-nc/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. For commercial re-use, please contact journals.permissions@oup.com |
spellingShingle | Qualitative Paper Daley, Stephanie Feeney, Yvonne Grosvenor, Wendy Hebditch, Molly Morley, Leila Sleater, Gillian Wright, Juliet Banerjee, Sube A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
title | A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
title_full | A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
title_fullStr | A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
title_full_unstemmed | A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
title_short | A qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
title_sort | qualitative evaluation of the effect of a longitudinal dementia education programme on healthcare student knowledge and attitudes |
topic | Qualitative Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7583517/ https://www.ncbi.nlm.nih.gov/pubmed/32946559 http://dx.doi.org/10.1093/ageing/afaa182 |
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