Purpose:

To develop an education program for nurses specializing in dementia care, and to investigate its effects.

Methods:

An intervention study of nurses was conducted using a quasi-experiment with 3 randomly assigned groups. Participants were 51 nurses from a psychiatric hospital dementia ward, divided into an intervention program group (17 nurses), a knowledge-acquisition-only group (16 nurses), and a usual-care group (18 nurses) as controls. The program group intervention comprised 3 frameworks: motivation for achieving the task, acquisition of professional knowledge required for dementia care, and sharing of successful experiences based on professional knowledge. The knowledge-acquisition-only group received only the acquisition of professional knowledge framework, and the usual-care group received only the usual-care framework. The intervention period was 3 months.

Results:

Post-intervention, the program group had a significantly greater sense of self-efficacy associated with professional knowledge and significantly greater self-efficacy associated with practice compared with the knowledge-acquisition-only and the usual-care groups. Professional knowledge was acquired by 80% of the program group, compared with 70% of the knowledge-acquisition-only group. A co-occurrence network diagram of the multivariate analysis results produced by text mining of the descriptive data indicated that nurses provided care for symptoms specific to different diseases based on their pathological mechanisms.

Conclusion:

Program implementation led to the acquisition of deeper knowledge and greater self-efficacy by sharing expertise-based practices and successful experiences, compared with desk-based learning in a single workshop lecture, suggesting the program’s usefulness in clinical practice.

中文翻译：

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痴呆病区护士专业护理计划的开发及其教育效果。

目的：

为专门从事痴呆症护理的护士制定一项教育计划，并研究其效果。

方法：

护士的干预研究是通过对3个随机分组的准实验进行的。参加者是来自精神病医院痴呆病房的51名护士，分为干预计划组（17名护士），纯知识获取组（16名护士）和普通护理组（18名护士）作为对照组。计划小组的干预包括3个框架：完成任务的动机，获得痴呆症护理所需的专业知识以及基于专业知识分享成功经验。仅知识获取小组仅获得专业知识框架的获取，而常规护理小组仅获得常规护理框架。干预期为3个月。

结果：

与纯知识获取组和常规护理组相比，干预后的项目组对专业知识的自我效能感明显增强，与实践相关的自我效能感明显更高。该计划组的80％获得了专业知识，而仅知识获取的组则获得了70％。由描述性数据的文本挖掘产生的多变量分析结果的共现网络图表明，护士根据其病理机制提供了针对不同疾病特定症状的护理。

结论：

与在单个研讨会上进行的基于案头的学习相比，该计划的实施通过共享基于专业知识的实践和成功的经验，从而获得了更深的知识和更高的自我效能，表明该计划在临床实践中的有用性。