痴呆症教育是痴呆症患者及其非正式护理人员和家庭护理和管理的重要组成部分。为了充分了解痴呆症,对大脑的解剖学和生理学的一些了解可能是必要的,这将有助于非正式护理人员了解痴呆症的行为,以帮助他们应对护理。
■这项综合审查旨在确定,评价,评估痴呆症教育资源是否包括详细说明大脑解剖结构及其与痴呆症的关系的信息,以及这些信息是否可以提高知识水平(PROSPERO注册号:CRD42022320530)。在8个数据库中搜索了2012年至2022年5月4日发表的文献,其中6篇文章符合纳入标准。
■使用混合方法评估工具(2018年)的方法学质量因研究而异。教育干预措施有限,其中包含有关大脑解剖学和生理学的信息。所有干预措施都不只专注于提供神经学教育;然而,都包含至少一些解决这个问题的内容,根据纳入标准。在大多数情况下,教育干预措施受到好评和交付,这并没有什么不同,无论他们是亲自还是虚拟交付的。大多数研究报告了干预后痴呆症知识的增加(事后测量或感知)。
■对大脑解剖学和生理学的教育干预仍然有限,如果包括在内,往往不是焦点,因此,需要更严格的研究来调查教育干预对痴呆症知识的影响及其在痴呆症护理中的作用。
UNASSIGNED: Dementia education is a vital component of dementia care and management for patients and their informal carers and family. To fully understand dementia, some knowledge of the anatomy and physiology of the brain may be necessary and would help informal carers understand behaviors of dementia to help cope with care provision.
UNASSIGNED: This integrative review aims to identify, appraise, and assess whether dementia education resources include information detailing the anatomy of the brain and its relationship with dementia and whether this information improves knowledge (PROSPERO Registration Number: CRD42022320530). Literature published from 2012 until May 4, 2022 was searched in eight databases with six articles meeting the inclusion criteria.
UNASSIGNED: Using the Mixed Methods Appraisal Tool (2018) methodological quality varied across studies. There are limited educational interventions which incorporate information on the anatomy and the physiology of the brain. None of the interventions focused solely on providing neurological education; however, all contained at least some content that addressed this, as per inclusion criteria. In most cases, the educational interventions were well-received and delivered, which did not differ, whether they were delivered in person or virtually. The majority of the studies reported an increase in dementia knowledge (measured pre-post or perceived) following the intervention.
UNASSIGNED: Educational interventions on brain anatomy and physiology remain limited, and if included, are often not the focus, and as such more rigorous study is required to investigate the effect of educational interventions on dementia knowledge and their role in dementia care.