Provide learners with a structured tool or guideline to guide care practice after dementia education¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

This strategy pairs dementia education with a structured tool or guideline that staff can use to direct their care practice after training. The synthesis found that more efficacious programs "provide a structured tool or guideline to guide care practice," giving learners a concrete artifact that carries the training content into everyday work with people with dementia.

Design Implications¶

Context¶

Requirements¶

• A structured tool or guideline must be supplied alongside the educational program so learners can use it to guide care practice.

Constraints¶

• Identified as a common feature in a synthesis of variable-quality studies; the review calls for further robust research.

Target Learners¶

• Health and social care workforce staff caring for people with dementia

Target Learning Goals¶

• Guiding day-to-day dementia care practice using structured tools or guidelines

Claims¶

• Common features distinguish more efficacious dementia educational programs, including role relevance, active face-to-face participation, theory-underpinned practice learning, experienced facilitation, and support for applying learning in practice [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Surr CA, Gates C, Irving D et al (2017) Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature. Review of Educational Research. 87(5): 966-1002. https://doi.org/10.3102/0034654317723305