目的:提高对痴呆症的认识对于建立一个对痴呆症友好的社区至关重要。然而,现有的研究对虚拟现实(VR)痴呆症教育计划对公众增强对痴呆症的积极态度的影响进行了深入的探索。这项研究旨在研究VR痴呆症友好教育计划的有效性,该计划称为虚拟现实中的痴呆症准备工作(DRIVE)计划,以改善公众对痴呆症的态度。
方法:进行一项双臂随机对照试验。参与者的资格标准包括在日本16岁及以上,没有医疗保健和社会护理专业执照。我们随机分配个体参加多元素VR痴呆症友好教育计划(干预),包括模拟,VR电影,短片,讲座,和讨论或基于讲座的程序(控制)。数据收集了三次,包括基线,干预后,和3个月的随访。主要结果是对痴呆症的态度。次要结果是痴呆症患者的帮助行为意向和痴呆症知识。
结果:我们招募了157名社区居民,其中130人被纳入分析。尽管两组之间态度得分的平均变化没有显着差异(Hedge'sg=.26),干预组的帮助行为意愿评分显著高于干预组(g=.49).
结论:驱动,基于VR的多元素痴呆症友好的教育干预,被证明是一种有前途的工具,可以显着影响痴呆症患者建立痴呆症友好社区的帮助行为意图。
OBJECTIVE: Raising dementia awareness is essential for building a dementia-friendly community. However, existing studies have underexplored the effects of virtual reality (VR) dementia educational programs for the general public on enhancing positive attitude toward dementia. This study aimed to examine the effectiveness of a VR dementia-friendly educational program called the Drive for Dementia Readiness Inside Virtual Reality (DRIVE) program to improve attitude toward dementia of the general public.
METHODS: A two-arm randomized controlled trial was conducted. Eligibility criteria for participants included being 16 years old and above in Japan and having no professional license in healthcare and social care. We randomized individuals to attend a multi-element VR dementia-friendly educational program (intervention), including simulation, VR films, short films, lectures, and discussions or a lecture-based program (control). Data were collected three times, including at baseline, post-intervention, and 3-month follow-up. The primary outcome was attitude toward dementia. The secondary outcomes were intention of helping behavior for people living with dementia and knowledge of dementia.
RESULTS: We recruited 157 community residents, among whom 130 were included in the analysis. Although the mean changes in attitude score were not significantly different between the groups (Hedge\'s g = .26), the intention of helping behavior score was significantly higher in the intervention group (g = .49).
CONCLUSIONS: The DRIVE, a VR-based multi-element dementia-friendly educational intervention, was shown as a promising tool for significantly impacting the intention of helping behavior for people living with dementia to establish dementia-friendly communities.