A Dementia Simulation as a Teaching Strategy for Nursing and Physical Therapy Students: A Qualitative Study

•Thematic analysis demonstrated simulation was an “eye-opening” experience.•Participants expressed frustration and helplessness during dementia simulation.•Thematic analysis demonstrated students had a better understanding of dementia.•Participants expressed modifications to future care of persons w...

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Bibliographic Details
Published in:Clinical simulation in nursing 2022-06, Vol.67, p.11-17
Main Authors: Kobiske, Karie Ruekert, Deprey, Sara M.
Format: Article
Language:English
Subjects:
Alzheimer's disease
dementia
education
healthcare students
simulation
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Summary:•Thematic analysis demonstrated simulation was an “eye-opening” experience.•Participants expressed frustration and helplessness during dementia simulation.•Thematic analysis demonstrated students had a better understanding of dementia.•Participants expressed modifications to future care of persons with dementia. The increase in adults over 65 and the increased incidence of Alzheimer's disease and related dementias (ADRD) is creating an urgent need to have an aptly trained healthcare workforce. Current literature found education regarding ADRD lacking for the future healthcare workforce and supports a need to educate healthcare students using experiential learning strategies. Using Kolb's Experiential Learning Theory, a qualitative study was designed in an interpretive phenomenological frame to understand healthcare students’ perspectives of ADRD after a virtual dementia simulation. Healthcare students included 248 baccalaureate nursing students and doctor of physical therapy students. Reflective narratives from the students post virtual dementia simulation revealed qualitative themes demonstrating an increase in understanding of ADRD from a person-centered viewpoint. Virtual Dementia Simulation is a beneficial teaching startegy that provided participants with a greater understanding of persons diagnosed with ADRD and may translate into improved patient-centered care.
ISSN:1876-1399
1876-1402
DOI:10.1016/j.ecns.2022.03.007