ArticleAmerican journal of Alzheimer's disease and other dementias
Development of Professional Care Program for Nurses in Dementia Wards and Its Educational Effects.
Article in American journal of Alzheimer's disease and other dementias. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed.
- Caregiver-reported good practices and their associations with care-recipient condition in dementia care: a text-mining study.BMC geriatrics · 2026Article
- Effects of a Virtual Reality-Based Dementia Educational Program on Healthcare Staff in Geriatric Dementia Wards: A Pre-Post Comparative Study.Psychogeriatrics : the official journal of the Japanese Psychogeriatric Society · 2025Article
- Effects of real-time VR clinical practice on reducing the stigma toward dementia among students of occupational therapy: A randomized controlled trial.PCN reports : psychiatry and clinical neurosciences · 2023Article
- Translation and psychometric testing of the sense of competence in Dementia Care Staff Scale in Chinese amongst dementia care staff in nursing homes of China.BMC geriatrics · 2023Article
- Evaluation of an Online Learning Concept for Nursing Students in Caring for Patients with Dementia: Results of a Questionnaire Survey.Nursing reports (Pavia, Italy) · 2023Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeTo develop an education program for nurses specializing in dementia care, and to investigate its effects.
methodsAn intervention study of nurses was conducted using a quasi-experiment with 3 randomly assigned groups. Participants were 51 nurses from a psychiatric hospital dementia ward, divided into an intervention program group (17 nurses), a knowledge-acquisition-only group (16 nurses), and a usual-care group (18 nurses) as controls. The program group intervention comprised 3 frameworks: motivation for achieving the task, acquisition of professional knowledge required for dementia care, and sharing of successful experiences based on professional knowledge. The knowledge-acquisition-only group received only the acquisition of professional knowledge framework, and the usual-care group received only the usual-care framework. The intervention period was 3 months.
resultsPost-intervention, the program group had a significantly greater sense of self-efficacy associated with professional knowledge and significantly greater self-efficacy associated with practice compared with the knowledge-acquisition-only and the usual-care groups. Professional knowledge was acquired by 80% of the program group, compared with 70% of the knowledge-acquisition-only group. A co-occurrence network diagram of the multivariate analysis results produced by text mining of the descriptive data indicated that nurses provided care for symptoms specific to different diseases based on their pathological mechanisms.
conclusionProgram implementation led to the acquisition of deeper knowledge and greater self-efficacy by sharing expertise-based practices and successful experiences, compared with desk-based learning in a single workshop lecture, suggesting the program's usefulness in clinical practice.
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