Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

Table 8 Study characteristics and findings for studies reporting attitudinal change following online dementia education

Study	Setting	Study design	Comparator	Measure	Results
Bentley, Kerr et al. 2019 [14]	Practice	Before-after	NA	GPACS-D	Evidence of effect^a
Chao, Kaas et al. 2016 [52]	Practice	Repeated measures	NA	CSAS-C	No evidence of effect^b
Irvine, A. B., Bourgeois et al. 2007 [17]	Practice	Randomised trial	Did not participate in training	Attitudes; behavioural Intentions	Evidence of effect
Irvine, A. Blair, Beaty et al. 2013 [59]	Practice	Before-after	NA	Attitudes; behavioural intentions	Partial evidence of effect^c (multiple outcome measures)
Jones, Moyle 2016 [60]	Practice	Before-after	NA	ASKAS: attitude; SAID	Evidence of effect
Kimzey, Mastel-Smith et al. 2016 [61]	HE	Controlled before-after	Usual practice; experiential learning	DAS	No evidence of effect

ASKAS Ageing Sexual Knowledge and Attitudes Scale, CSAS-C Communications Skills Attitudes Scale–Chinese version, DAS Dementia Attitudes Scale, GPACS-D Confidence and Attitudes Towards Dementia Scale, HE Higher education, NA not applicable, SAID Staff Attitudes about Intimacy and Dementia Survey
^aBased on descriptive statistics
^bBased on first time point following training
^cThe findings related to nurses only

ISSN: 2046-4053