Dementia training for healthcare professionals: A systematic policy and evidence review
Sedigheh Zabihi, Saskia Delray, Malvika Muralidhar, Sube Banerjee, Clarissa Giebel, Karen Harrison Dening, Yvonne Birks, Rachael Hunter, Mohammed Akhlak Rauf, Charlotte Kenten, Madeleine Walpert, Claudia Cooper
Abstract
OBJECTIVE: To review the effectiveness of healthcare professionals' dementia training and consider implications for policy and practice. DESIGN: Systematic and policy review SETTING: Healthcare services PARTICIPANTS: Healthcare professionals INTERVENTION: Training MEASUREMENTS: We searched electronic databases for primary research studies (2015-2024) evaluating dementia training for healthcare professionals. We assessed risk of bias using the Mixed Methods Appraisal Tool, prioritising studies scoring 4 + , of interventions supported by Randomised Controlled Trial evidence; reporting outcomes using Kirkpatrick's framework. To explore how evidence might translate to practice, using England as a case study, we reviewed relevant policies and consulted professional stakeholders. RESULTS: We reviewed 63 primary research studies. One met priority criteria; it evaluated a Train-the-Trainer (TTT), team-based reflective practice model, which improved primary care nurses' and doctors' learning, and self-reported practice over ≥ 3 months. Higher quality, controlled studies evaluated a TTT programme for hospital staff, improving client outcomes (agitation) over ≤ 5 days; an expert-led two-day interactive training for inpatient nurses that reduced role strain; and expert-led, nine-week, occupational therapy-derived training programme that improved retirement community staff strategies for client activity engagement. Sixteen policies and related documents highlighted concerns about limited implementation of the Dementia Core Skills Education and Training Framework (DCSETF). Eight focus group attendees considered time a limiting factor to evidence implementation, but valued group training to share experiences; and TTT models to enable tailoring to local contexts. CONCLUSIONS: By increasing reach of dementia training and embedding learning in practice, Train-the-Trainer models can increase care quality and support evidence-based policy implementation.