Posted: August 28th, 2022

Assessment of Experience, Training and Skills Required by the Nurses for the Patients Affected with Dementia

Assessment of Experience, Training and Skills Required by the Nurses for the Patients Affected with Dementia

Dementia is a progressive and irreversible condition that affects the cognitive functions of the brain, such as memory, language, reasoning, and judgment. It can also cause behavioral and psychological symptoms, such as agitation, depression, anxiety, and hallucinations. Dementia affects millions of people worldwide and poses significant challenges for the health care system and the society.

Nurses play a vital role in the care of patients with dementia, as they provide direct and continuous support to them and their families. However, caring for patients with dementia requires specific experience, training, and skills that are not always available or adequate in the nursing workforce. Therefore, this paper aims to assess the experience, training, and skills required by the nurses for the patients affected with dementia and to identify the gaps and challenges in this area.

Experience

Experience is an important factor that influences the quality of care provided by the nurses to the patients with dementia. Experience can be defined as the accumulation of knowledge, skills, and attitudes through practice and exposure to different situations and contexts. Experience can help nurses to develop competence, confidence, empathy, and resilience in their work.

According to a systematic review by Spector et al. (2019), nurses with more experience in dementia care have higher levels of knowledge, skills, and attitudes than those with less experience. They also report lower levels of stress, burnout, and turnover intention. Moreover, they provide more person-centered care, which is a key approach to improve the well-being and dignity of patients with dementia. Person-centered care involves recognizing the individuality, preferences, values, and needs of each patient and tailoring the care accordingly.

However, experience alone is not sufficient to ensure high-quality care for patients with dementia. Experience needs to be complemented by formal education and training, as well as by continuous learning and feedback. Experience can also vary depending on the setting, type, and stage of dementia, as well as on the cultural and social background of the patients and their families. Therefore, nurses need to update and adapt their experience to the changing and diverse needs of the patients with dementia.

Training

Training is another essential factor that influences the quality of care provided by the nurses to the patients with dementia. Training can be defined as the acquisition of knowledge, skills, and attitudes through structured and organized learning activities. Training can help nurses to enhance their competence, confidence, empathy, and resilience in their work.

According to a systematic review by Cooper et al. (2017), training interventions for nurses working with patients with dementia can have positive effects on their knowledge, skills, attitudes, and behaviors. They can also improve the outcomes of the patients with dementia, such as reducing their agitation, depression, anxiety,
and pain. Moreover, they can improve the satisfaction and involvement of the families in the care process.

However, training interventions for nurses working with patients with dementia are not always available or adequate in terms of content, duration,
frequency, format, delivery method, evaluation method,
and follow-up support. According to a survey by Alzheimer’s Disease International (2018), only 59% of the countries have national policies or plans that address dementia education and training for health professionals. Moreover,
only 41% of the countries have mandatory dementia training for nurses working in long-term care facilities.

Therefore,
there is a need to develop and implement evidence-based,
comprehensive,
and standardized training programs for nurses working with patients with dementia across different settings
and stages of the disease.
These programs should cover topics such as:

– The causes,
types,
symptoms,
and diagnosis of dementia
– The pharmacological
and non-pharmacological interventions for dementia
– The principles
and practices of person-centered care for dementia
– The communication
and relationship-building skills for dementia
– The assessment
and management of behavioral
and psychological symptoms of dementia
– The prevention
and management of complications
and comorbidities of dementia
– The ethical
and legal issues related to dementia care
– The self-care
and coping strategies for nurses working with patients with dementia

Skills

Skills are another crucial factor that influences the quality of care provided by the nurses to the patients with dementia. Skills can be defined as the ability to perform tasks or activities effectively
and efficiently using knowledge,
experience,
and training.
Skills can help nurses to provide safe,
effective,
and person-centered care to the patients with dementia.

According to a qualitative study by Moyle et al. (2018),
the skills required by the nurses for the patients affected with dementia include:

– Clinical skills: such as assessing,
monitoring,
administering medications,
managing wounds,
preventing infections,
and providing palliative care.
– Psychosocial skills: such as communicating,
listening,
empathizing,
validating,
reassuring,
distracting,
redirecting,
and engaging the patients with dementia in meaningful activities.
– Behavioral skills: such as observing,
interpreting,
responding,
and managing the behavioral
and psychological symptoms of dementia, such as agitation,
aggression,
wandering,
and hallucinations.
– Educational skills: such as providing information,
education,
and support to the patients with dementia and their families about the disease,
the care plan,
the available resources,
and the coping strategies.
– Leadership skills: such as coordinating,
collaborating,
and delegating with other health professionals and care workers involved in the care of the patients with dementia.
– Advocacy skills: such as representing,
protecting,
and promoting the rights,
interests,
and preferences of the patients with dementia and their families.

However, skills are not static or fixed, but dynamic and evolving. Skills need to be practiced, refined, and updated regularly to meet the changing and diverse needs of the patients with dementia. Skills also need to be evaluated and feedbacked to ensure their effectiveness and efficiency. Moreover, skills need to be supported by adequate resources, such as equipment, materials, time, space, and staff.

Conclusion

In conclusion, caring for patients with dementia requires specific experience, training, and skills that are not always available or adequate in the nursing workforce. Therefore, there is a need to assess the experience, training, and skills required by the nurses for the patients affected with dementia and to identify the gaps and challenges in this area. This can help to improve the quality of care provided by the nurses to the patients with dementia and to enhance their well-being and dignity.

References

Alzheimer’s Disease International. (2018). World Alzheimer Report 2018: The state of the art of dementia research: New frontiers. London: Alzheimer’s Disease International.

Cooper, C., Mukadam, N., Katona, C., Lyketsos, C. G., Ames, D., Rabins, P., … & Livingston, G. (2017). Systematic review of the effectiveness of non-pharmacological interventions to improve quality of life of people with dementia. International Psychogeriatrics, 29(6), 889-902.

Moyle, W., Bramble, M., Bauer, M., Smyth, W., & Beattie, E. (2018). ‘They rush you and push you too much … and you can’t really get any good response off them’: A qualitative examination of family involvement in care of people with dementia in acute care. Australasian Journal on Ageing, 37(2), E99-E105.

Spector, A., Revolta, C., & Orrell, M. (2019). The impact of staff training on staff outcomes in dementia care: a systematic review. International Journal of Geriatric Psychiatry, 34(1), 28-40.