Impact of 'DEALTS2' education intervention on trainer dementia knowledge and confidence to utilise innovative training approaches: A national pre-test – post-test survey. (February 2021)

• Record Type: Journal Article
• Authors: Heward, Michelle; Board, Michele; Spriggs, Ashley; Emerson, Laurie; Murphy, Jane
• Is Part Of: Nurse education today. Volume 97(2021)
• Publication Date: 2021-02
• Subjects: Dementia -- Education -- Empirical research -- Evaluation studies as topic -- Evidence-based practice -- Implementation science -- Patient care -- Simulation training; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2020.104694
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: Gaps in acute care staff knowledge, skills, and attitudes towards dementia exist. Innovative training approaches that improve the delivery of care for people with dementia are needed. We were commissioned by Health Education England to develop and evaluate a new dementia education intervention 'Dementia Education And Learning Through Simulation 2' (DEALTS2), a simulation toolkit to enhance delivery of dementia training nationally across England. Objectives: Evaluate differences in trainer dementia knowledge scores pre and post training, satisfaction with DEALTS2 Train-The-Trainer (TTT) workshops and simulation toolkit, confidence to use training approaches, and spread of implementation. Design: A questionnaire survey using a pre-test – post-test design with measures completed: before (pre-test); after (T1); and 12 months post training (T2). Setting: Twelve one-day DEALTS2 TTT workshops delivered across England in 2017. Participants: National Health Service Trust staff employed in dementia training roles ( n = 199 trainers). Methods: Trainers attended DEALTS2 TTT workshops and received the simulation toolkit. Data were collected between 2017 and 2018 using a questionnaire capturing differences in dementia knowledge scores, Likert scales and closed-ended questions measured satisfaction, confidence and implementation. Data were analysed using quantitative methods. Results: Response rate was 92% ( n = 183) at pre-test/T1 and 26% ( n = 51) at T2. Trainer dementia knowledge scores increased from pre-test to T1 ( p < 0.001) and were retained after 12 months in 5 of the 6 areas measured (pre-test to T2, p < 0.002); largest gains in 'humanised approaches to dementia care'. 96% ( n = 176/183) were satisfied with DEALTS2 TTT workshops and simulation toolkit; 66.7% ( n = 34/51) felt confident to deliver dementia training informed by DEALTS2. Adherence rates were good with 45% ( n = 23/51) using the innovative training approaches within twelve months. Conclusions: The results show DEALTS2 effectively increased trainer dementia knowledge and confidence to utilise innovative dementia training approaches. Implementation of DEALTS2 varied across organisations, therefore further research should explore factors determining successful implementation. Highlights: This educational intervention increased trainer dementia knowledge and confidence. There was good adherence using innovative training approaches in twelve months. Trainer perspectives were vital in understanding efficacy of training programmes. Further research is needed to explore the determinants of successful implementation.