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Table 6 Educational content

From: The characteristics of effective technology-enabled dementia education: a systematic review and mixed research synthesis

Setting

Educational content

Sources

Primary care

• Recognising dementia

• Diagnosing dementia

• Prescribing medication

• Dementia progression

• Care management

Bentley, Kerr et al. [60]

Luconi [64]

Vollmar, Mayer et al. [69]

Long-term care

• Introduction to dementia

• Activities of daily living

• Communication

• Reacting skills

• Redirection skills

• Using reminiscence

• Understanding dementia-related behaviours

• Behaviour management

• Pain management

• Coping with challenging situations

Chao, Kaas et al. [79]

Hobday, Savik, and Gaugler [71]

Hobday et al. [72]

Irvine, A. B., Bourgeois et al. [68]

Irvine, A. Blair, Beaty et al. [21]

Jones, Moyle [62]

Tsai, Kitch et al. [77]

Hospital staff

• Introduction to dementia

• Understanding dementia-related behaviours

• Communication

• Wandering and falls

Hobday, Gaugler & Mittelman [73]

Nursing students

• Psychosocial, cultural, cognitive, and spiritual development

• Person-centred care

• Understanding cognitive and functional change

• Cognitive assessment

• Communication

• Activities of daily living and maximising independence

• Understanding dementia-related behaviours

• Distress behaviours

• Dementia progression

• Critical thinking skills

• Involving family members and friends

Cobbett, Redmond et al. [74]

Kimzey, Mastel-Smith et al. [63]

Rababa, Masha'al [67]

Ruiz, Smith et al. [66]

Medical students

• Understanding different types of dementia

• Pathophysiology

• Clinical presentation

• Dementia diagnosis

• Differential diagnosis

• Treatment

Helms, Denson et al. [78]

Matsumura, Shinno et al. [75]

Westmoreland, Counsell et al. [70]