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.
研究概览
地位
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
-
-
-
Taichung、台湾、4070
- Tunghai University
-
-
参与标准
资格标准
适合学习的年龄
- 成人
接受健康志愿者
描述
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.
学习计划
研究是如何设计的？
设计细节
- 主要用途：卫生服务研究
- 分配：非随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：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.
|
an 8-hour digital learning dementia care education program
|
|
有源比较器：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.
|
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.
|
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Interprofessional collaboration level
大体时间：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
|
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.
|
Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
|
|
Knowledge of dementia care
大体时间：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
|
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.
|
Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
|
|
Attitude toward dementia
大体时间：Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
|
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.
|
Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Interprofessional collaboration level changes by occupational category
大体时间：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 interprofessional collaboration degrees (measured via the AITCS-C Collaboration subscale) differed significantly based on the participants' occupational categories.
|
Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
|
|
Dementia care knowledge changes by occupational category
大体时间：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 knowledge (measured via the DKAS-s) differed significantly based on the participants' occupational categories.
|
Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
|
|
Dementia care attitude changes by occupational category
大体时间：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.
|
Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
|
合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- KMUHIRB-E(I)-20250272
- NSTC 114-2515-S-037-001 (其他赠款/资助编号：This study was supported in part by a grant from the National Science and Technology Council, Taiwan (R.O.C))
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
药物和器械信息、研究文件
研究美国 FDA 监管的药品
研究美国 FDA 监管的设备产品
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.