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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痴呆症病房护士专业护理计划的发展及其教育效果。

 目的：

为专门从事痴呆症护理的护士制定教育计划，并调查其效果。

 方法：

一项针对护士的干预研究是通过准实验对 3 个随机分配的组进行的。参与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）、仅知识获取组（16 名护士）和作为对照的常规护理组（18 名护士）。项目组干预包括3个框架：完成任务的动机、痴呆护理所需专业知识的获取、基于专业知识的成功经验分享。仅知识获取组仅获得专业知识框架，常规护理组仅获得常规护理框架。干预期为3个月。

 结果：

干预后，与仅获取知识组和常规护理组相比，项目组与专业知识相关的自我效能感和与实践相关的自我效能感明显更高。项目组 80% 的人获得了专业知识，而仅获取知识组的这一比例为 70%。通过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，护士根据不同疾病的病理机制为特定症状提供护理。

 结论：

与单一研讨会讲座中的案头学习相比，项目实施通过分享基于专业知识的实践和成功经验，获得了更深入的知识和更高的自我效能，这表明该项目在临床实践中的有用性。