Teaching and learning about dementia care among undergraduate nursing students: A scoping review

• Published in: Nurse education in practice Vol. 61; p. 103326
• Main Authors: Cariñanos-Ayala, Susana, Arrue, Marta, Zarandona, Jagoba
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.05.2022; Elsevier Limited
• Subjects: Confidence; Curricula; Dementia; Domiciliary visits; Education, Nursing - methods; Education, Nursing, Baccalaureate; Educational objectives; Educational programs; Empathy; Evidence-based nursing; Health education; Humans; Instructional design; Learning; Literature reviews; Medical education; Nurse education research; Nurses; Nursing; Nursing care; Nursing education; Nursing students; Professional training; Quality of care; Scoping review; Self-efficacy; Service learning; Simulation; Students; Students, Nursing; Systematic review; Teaching methods; United States > US; Nursing students; Scoping review; Nursing care; Evidence-based nursing; Nurse education research; Dementia
• ISSN: 1471-5953; 1873-5223
• DOI: 10.1016/j.nepr.2022.103326

Review available evidence on teaching methods and learning outcomes among undergraduate nursing students regarding care for people with dementia. Background: The debilitating nature and the rapidly growing number of dementia cases will cause significant increase in the demand of healthcare services. Nurses play an essential role in improving the quality of care for people with dementia, although some evidence suggests that training in dementia care among nurses is poor. A scoping review of the literature. following the Joanna Briggs Institute methodology for scoping reviews. The source of evidence selection adhered to the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review. Data sources were Medline, Embase, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Education Resources Information Centre and Scopus. Inclusion criteria were studies found through database search up to 15th December 2020, published in English or Spanish with data regarding any method used for dementia education among undergraduate nursing students. 19 studies were included in this review. The identified methods were simulation (n = 5), awareness-raising activities (n = 4), placement (n = 3), home visits (n = 3), combined activities (n = 3) and service learning (n = 1). Learning outcomes were measured in terms of knowledge, attitudes, preparedness, empathy, self-confidence, self-efficacy, awareness and students´ perceptions. This scoping review has found high heterogeneity among dementia education programs and learning outcomes. Nursing education can be enhanced by designing and measuring effective and evidence-based educational interventions so that nursing students develop competencies which make it easier to deliver quality care for people with dementia.