Digital Learning Technology for Dementia Care Training in Long-term Care Professionals
Effects of Digital Learning Technology in Dementia Education Programs on Dementia Care Knowledge, Attitudes, and Interprofessional Collaboration Among Long-term Care Professionals
Dementia, including cognitive decline and behavioral and psychiatric symptoms of dementia (BPSD), presents a significant challenge to long-term care systems and family caregivers. While various digital educational resources are available, long-term care professionals often face challenges in practical care skills, communication, and emotional coping when managing individuals with moderate to severe dementia. To address these needs, a dementia education program integrating digital learning technologies was proposed to offer a meaningful, collaborative learning experience.
The purpose of this study was to evaluate the effects of this immersive learning dementia education program on long-term care professionals' dementia care knowledge, attitudes, and interprofessional collaboration competence (as the primary outcome variables).
This study utilized a quasi-experimental, waitlist control group pre- and post-test design. This study utilized a quasi-experimental, waitlist control group pre- and post-test design. Long-term care professionals were recruited from 12 community-based long-term care institutions in Taiwan. Participants were assigned to either the intervention group or the waitlist control group based on the order of enrollment.
The intervention group participated in an 8-hour, 4-unit immersive training program held during non-working hours. The curriculum included: an advanced dementia care lecture and case discussions; Virtual Reality (VR) dementia symptom simulation (using HTC VIVE Flow headsets) followed by reflective debrief; Augmented Reality (AR) interactive skill training (using the MAKAR Viewer mobile app); and experience sharing on ethical and legal issues in dementia care.
The waitlist control group maintained their routine continuing education during the study period and received the identical 8-hour training program after the follow-up assessments were completed.
All participants completed standardized questionnaires at three time points: at baseline (pre-test), immediately following the intervention (post-test), and at a 3-month follow-up. The outcomes measured included dementia care knowledge, dementia care attitudes, and interprofessional collaboration levels.
調査の概要
状態
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Taichung、台湾、4070
- Tunghai University
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参加基準
適格基準
就学可能な年齢
- 大人
健康ボランティアの受け入れ
説明
Inclusion Criteria: (1)Must be a registered long-term care professional or care assistant currently employed in a long-term care institution; (2) Provided informed consent and voluntarily agreed to participate in this study; (3) Capable of using digital learning devices, including smartphone applications and virtual reality (VR) headsets.
Exclusion Criteria: (1)Severe visual or hearing impairments that prevent the effective use of digital learning materials or VR headsets; (2)A history of severe motion sickness, vertigo, or epilepsy that could be triggered by immersive virtual reality (VR) experiences.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：ヘルスサービス研究
- 割り当て：非ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
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実験的：Intervention Group
Participants received the 8-hour dementia care education program consisting of four sequential modules: (1) advanced dementia care lectures and case discussions, (2) immersive virtual reality (VR) symptom experiences using HTC VIVE Flow headsets followed by reflective group discussions, (3) augmented reality (AR) interactive care skill training via mobile applications combined, and (4) sharing experiences of ethical and legal issues in dementia care.
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an 8-hour digital learning dementia care education program
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アクティブコンパレータ：Control Group
Maintained routine education and completed parallel tests at T0, T1, and T2.
The identical 8-hour program was provided to this group after T2 data collection ends.
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Maintaind routine education and completed parallel tests at T0, T1, and T2.
The identical 8-hour digital learning dementia care program was provided to this group after T2 data collection ends.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Interprofessional collaboration level
時間枠：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
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Measured using the Collaboration subscale of the Chinese Version of the Assessment of Interprofessional Team Collaboration Scale (AITCS-C), this subscale assessed the extent to which long-term care professionals perceived themselves as team members who listened to and valued all members' perspectives, actively contributed professional insights, and engaged in shared decision-making.
It consisted of 8 items rated on a 5-point Likert scale (ranging from 1 = Never to 5 = Always), and the total subscale score ranged from 8 to 40, with higher scores indicating a higher perceived level of interprofessional collaboration within the care team.
Subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.
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Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
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Knowledge of dementia care
時間枠：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
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Measured using the Taiwan Shortened Version of the Dementia Knowledge Assessment Scale (DKAS-s), this scale evaluated long-term care professionals' knowledge level across four distinct dimensions: (1) causes and characteristics of dementia, (2) communication and engagement, (3) dementia care needs, and (4) risk assessment and health promotion.
The scale consisted of 16 items utilizing a partial credit scoring method, where each correct answer yielded 1 point, and incorrect or "don't know" responses yielded 0 points.
The total score ranged from 0 to 16, with higher total scores indicating a higher level of understanding and knowledge of dementia care, and subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.
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Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
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Attitude toward dementia
時間枠：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
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Measured using the Dementia Attitude Scale - Chinese Version (DAS-C), this scale evaluated long-term care personnel's attitudes toward individuals with dementia across two primary dimensions: (1) Social Comfort, which encompassed affective and behavioral components, and (2) Dementia Knowledge, which covered the cognitive component.
The scale consisted of 17 items scored on a 5-point Likert scale (ranging from 1 = Strongly Disagree to 5 = Strongly Agree).
The total score ranged from 17 to 85, with higher total scores indicating a more positive and favorable caregiving attitude toward people living with dementia.
Subgroup interactions based on professional categories (healthcare professionals vs. care assistants) were evaluated.
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Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Interprofessional collaboration level changes by occupational category
時間枠：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
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Evaluated the subgroup interaction effect between occupational categories (healthcare professionals vs. care assistants) and time points within the intervention group using Generalized Estimating Equations (GEE).
This analysis determined whether the treatment efficacy on interprofessional collaboration degrees (measured via the AITCS-C Collaboration subscale) differed significantly based on the participants' occupational categories.
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Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
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Dementia care knowledge changes by occupational category
時間枠：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
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Evaluated the subgroup interaction effect between occupational categories (healthcare professionals vs. care assistants) and time points within the intervention group using Generalized Estimating Equations (GEE).
This analysis determined whether the treatment efficacy on dementia care knowledge (measured via the DKAS-s) differed significantly based on the participants' occupational categories.
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Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
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Dementia care attitude changes by occupational category
時間枠：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
|
Evaluated the subgroup interaction effect between occupational categories (healthcare professionals vs. care assistants) and time points within the intervention group using Generalized Estimating Equations (GEE).
This analysis determined whether the treatment efficacy on dementia care attitudes (measured via the DAS-C) differed significantly based on the participants' occupational categories.
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Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
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協力者と研究者
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- KMUHIRB-E(I)-20250272
- NSTC 114-2515-S-037-001 (その他の助成金/資金番号：This study was supported in part by a grant from the National Science and Technology Council, Taiwan (R.O.C))
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