Abstract
Objectives:
To evaluate the effectiveness of educational interventions in improving the knowledge, attitudes, beliefs, self-efficacy, and confidence of health professionals' and students' pain assessment in dementia.
Design:
A systematic review was conducted and reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
Data sources:
Eight English databases were searched: Medline, Psychological Information Database, Cochrane Library, PubMed, Cumulative Index of Nursing and Allied Health Literature, ProQuest, Scopus, and Web of Science.
Review methods:
Databases were searched without any time limit using synonyms for “health personnel”, “health students”, “pain assessment”, “dementia”, “educational intervention”, “knowledge”, “attitude”, “beliefs”, “self-efficacy”, and “confidence”. The review included studies published up to 26 March 2024. Reference lists and review papers were screened to identify additional papers. Data was synthesised according to the intervention designs and outcome measures and presented narratively.
Results:
The seven studies retained involved 517 registered nurses, 17 physical therapists, eight occupational therapists, 17 physicians, 99 nursing students, and 161 medical students. All seven studies evaluated the effectiveness of educational interventions on knowledge, three on attitudes, two on confidence, one on self-efficacy, and none on beliefs of pain assessment in dementia. Health professionals' and students' knowledge scores improved irrespective of the training delivery mode and duration. Their confidence scores improved irrespective of training duration. Health professionals' self-efficacy scores improved upon completion of online training. Overall attitude scores for most health professionals and students did not increase upon educational intervention completion, irrespective of the training delivery mode and duration. Educational interventions mainly focused on methods that assess pain in both communicative and non-communicative people with dementia.
Conclusions:
Educational interventions enhance health professionals' and students' knowledge, self-efficacy, and confidence in pain assessment in dementia. Studies showed mixed findings related to attitudes, and there is a limited understanding of interventions' effectiveness in correcting erroneous beliefs.
To evaluate the effectiveness of educational interventions in improving the knowledge, attitudes, beliefs, self-efficacy, and confidence of health professionals' and students' pain assessment in dementia.
Design:
A systematic review was conducted and reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
Data sources:
Eight English databases were searched: Medline, Psychological Information Database, Cochrane Library, PubMed, Cumulative Index of Nursing and Allied Health Literature, ProQuest, Scopus, and Web of Science.
Review methods:
Databases were searched without any time limit using synonyms for “health personnel”, “health students”, “pain assessment”, “dementia”, “educational intervention”, “knowledge”, “attitude”, “beliefs”, “self-efficacy”, and “confidence”. The review included studies published up to 26 March 2024. Reference lists and review papers were screened to identify additional papers. Data was synthesised according to the intervention designs and outcome measures and presented narratively.
Results:
The seven studies retained involved 517 registered nurses, 17 physical therapists, eight occupational therapists, 17 physicians, 99 nursing students, and 161 medical students. All seven studies evaluated the effectiveness of educational interventions on knowledge, three on attitudes, two on confidence, one on self-efficacy, and none on beliefs of pain assessment in dementia. Health professionals' and students' knowledge scores improved irrespective of the training delivery mode and duration. Their confidence scores improved irrespective of training duration. Health professionals' self-efficacy scores improved upon completion of online training. Overall attitude scores for most health professionals and students did not increase upon educational intervention completion, irrespective of the training delivery mode and duration. Educational interventions mainly focused on methods that assess pain in both communicative and non-communicative people with dementia.
Conclusions:
Educational interventions enhance health professionals' and students' knowledge, self-efficacy, and confidence in pain assessment in dementia. Studies showed mixed findings related to attitudes, and there is a limited understanding of interventions' effectiveness in correcting erroneous beliefs.
| Original language | English |
|---|---|
| Article number | 106606 |
| Pages (from-to) | 1-13 |
| Number of pages | 13 |
| Journal | Nurse Education Today |
| Volume | 148 |
| DOIs | |
| Publication status | Published - May 2025 |