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

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

Study Setting Study design Comparator Measure Results
Bentley, Kerr et al. 2019 [14] Practice Before-after NA GPACS-D Evidence of effecta
Chao, Kaas et al. 2016 [52] Practice Repeated measures NA CSAS-C No evidence of effectb
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 effectc (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
  1. 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
  2. aBased on descriptive statistics
  3. bBased on first time point following training
  4. cThe findings related to nurses only