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P3‐275: USING A STANDARDIZED PATIENT EXPERIENCE TO TEACH COMMUNICATION SKILLS IN DEMENTIA CARE
Author(s) -
DiBartolo Mary Christine,
Webster Debra A.
Publication year - 2014
Publication title -
alzheimer's and dementia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 6.713
H-Index - 118
eISSN - 1552-5279
pISSN - 1552-5260
DOI - 10.1016/j.jalz.2014.05.1367
Subject(s) - dementia , debriefing , psychology , spouse , medical education , communication skills , population , constructive , variety (cybernetics) , nursing , medicine , disease , process (computing) , environmental health , pathology , sociology , anthropology , artificial intelligence , computer science , operating system
(DementiA education programme incorporating Reminiscence for Staff) structured education programme. DARES was a two-group, single-blind cluster trial conducted in public and private long-stay residential settings in Ireland. Eighteen residential units each containing 17 peoplewith dementia was randomised to control and intervention groups. Each resident in the intervention group was linked with a nurse and care assistant who had attended the structured reminiscence-based education programme. Participants in the control group received usual care. The structured education programme was developed through a process of literature reviewing, interviewing experts (n1⁄49) and interviewing people with dementia (n1⁄4 3) and relatives of persons with dementia. (3). Interviews were recorded, transcribed and analysed using content analysis. This presentation will describe the process of development and delivery of the structured education programme and the way in which interviews with key stakeholders including people with dementia were used to inform programme content. A structured education programmewas designed to empower carers in residential care to implement person centred planning for people with dementia. The structured education programme consisted of sessions related to caring for people with dementia, pycho-social approaches to care, and in particular reminiscence, person centred planning and strategies for managing behaviours that challenge. Ensuring the programmes met best international practice was also important, therefore quality assurance measures were implemented and these will be also be described.Structured education programmes have been found to be more effective than unstructured programmes, however readily available culturally specific dementia education programmes are not always available. This study demonstrates how a tailored made structured education programme can be effectively developed for use in a cluster RCT