Design and evaluation protocol for 'DEALTS 2': A simulation-based dementia education intervention for acute care settings

Authors: Heward, M., Board, M., Spriggs, A. and Murphy, J.

Journal: International Psychogeriatrics

Volume: 32

Issue: 12

Pages: 1439-1448

eISSN: 1741-203X

ISSN: 1041-6102

DOI: 10.1017/S1041610218002193

Abstract:

Background: There is a paucity of simulation-based dementia education programmes for acute care settings that support the development of interpersonal skills pertinent to good care. Moreover, few studies measure the effectiveness of such programmes by evaluating the persistence of practice change beyond the immediate timeframe of the workshops. We were commissioned by Health Education England (HEE) to develop and evaluate 'DEALTS 2', a national simulation-based education toolkit informed by the Humanisation Values Framework, developed at Bournemouth University and based on an experiential learning approach to facilitate positive impacts on practice. This paper describes the process of developing DEALTS 2 and the protocol for evaluating the impact of this intervention on practice across England. Methods: Intervention development: Following an initial scoping exercise to explore the barriers and enablers of delivering the original DEALTS programme, we developed, piloted, and rolled out DEALTS 2 across England through a Train the Trainer (TTT) model. Key stakeholders were asked to critically feedback during the development process. Evaluation design: Mixed methods approach underpinned by Kirkpatrick Model for evaluating effectiveness of training; assessing reaction, learning, behaviour, and results. Evaluation forms and telephone interviews (quantitative and qualitative) with trainers that attended TTT workshops (n = 196) and, once implemented in individual Trusts, the staff that the trainers train. Conclusions: Evaluation of implementation and impact on care delivery for people with dementia will provide evidence of effectiveness. This will support the future development of simulation-based education programmes, amidst the current complexity of pressure in resource limited healthcare settings.

http://eprints.bournemouth.ac.uk/31477/

Source: Scopus

Design and evaluation protocol for 'DEALTS 2': a simulation-based dementia education intervention for acute care settings.

Authors: Heward, M., Board, M., Spriggs, A. and Murphy, J.

Journal: Int Psychogeriatr

Volume: 32

Issue: 12

Pages: 1439-1448

eISSN: 1741-203X

DOI: 10.1017/S1041610218002193

Abstract:

BACKGROUND: There is a paucity of simulation-based dementia education programmes for acute care settings that support the development of interpersonal skills pertinent to good care. Moreover, few studies measure the effectiveness of such programmes by evaluating the persistence of practice change beyond the immediate timeframe of the workshops. We were commissioned by Health Education England (HEE) to develop and evaluate 'DEALTS 2', a national simulation-based education toolkit informed by the Humanisation Values Framework, developed at Bournemouth University and based on an experiential learning approach to facilitate positive impacts on practice. This paper describes the process of developing DEALTS 2 and the protocol for evaluating the impact of this intervention on practice across England. METHODS: Intervention development: Following an initial scoping exercise to explore the barriers and enablers of delivering the original DEALTS programme, we developed, piloted, and rolled out DEALTS 2 across England through a Train the Trainer (TTT) model. Key stakeholders were asked to critically feedback during the development process. EVALUATION DESIGN: Mixed methods approach underpinned by Kirkpatrick Model for evaluating effectiveness of training; assessing reaction, learning, behaviour, and results. Evaluation forms and telephone interviews (quantitative and qualitative) with trainers that attended TTT workshops (n = 196) and, once implemented in individual Trusts, the staff that the trainers train. CONCLUSIONS: Evaluation of implementation and impact on care delivery for people with dementia will provide evidence of effectiveness. This will support the future development of simulation-based education programmes, amidst the current complexity of pressure in resource limited healthcare settings.

http://eprints.bournemouth.ac.uk/31477/

Source: PubMed

Design and evaluation protocol for 'DEALTS 2': a simulation-based dementia education intervention for acute care settings

Authors: Heward, M., Board, M., Spriggs, A. and Murphy, J.

Journal: INTERNATIONAL PSYCHOGERIATRICS

Volume: 32

Issue: 12

Pages: 1439-1448

eISSN: 1741-203X

ISSN: 1041-6102

DOI: 10.1017/S1041610218002193

http://eprints.bournemouth.ac.uk/31477/

Source: Web of Science (Lite)

Design and evaluation protocol for ‘DEALTS 2’: a simulation-based dementia education intervention for acute care settings.

Authors: Heward, M., Board, M., Spriggs, A. and Murphy, J.

Journal: International Psychogeriatrics

Publisher: Cambridge University Press

ISSN: 1741-203X

Abstract:

Background There is a paucity of simulation-based dementia education programmes for acute care settings that support the development of interpersonal skills pertinent to good care. Moreover, few studies measure the effectiveness of such programmes by evaluating the persistence of practice change beyond the immediate timeframe of the workshops. We were commissioned by Health Education England (HEE) to develop and evaluate ‘DEALTS 2’, a national simulation-based education toolkit informed by the Humanisation Values Framework, developed at Bournemouth University and based on an experiential learning approach to facilitate positive impacts on practice. This paper describes the process of developing DEALTS 2 and the protocol for evaluating the impact of this intervention on practice across England.

Methods Intervention development: Following an initial scoping exercise to explore the barriers and enablers of delivering the original DEALTS programme, we developed, piloted and rolled out DEALTS 2 across England through a Train the Trainer (TTT) model. Key stakeholders were asked to critically feedback during the development process. Evaluation design: Mixed methods approach underpinned by Kirkpatrick Model for evaluating effectiveness of training; assessing reaction, learning, behaviour and results. Evaluation forms and telephone interviews (quantitative and qualitative) with trainers that attended TTT workshops (n=196) and, once implemented in individual Trusts, the staff that the trainers train.

Conclusions Evaluation of implementation and impact on care delivery for people with dementia will provide evidence of effectiveness. This will support the future development of simulation-based education programmes, amidst the current complexity of pressure in resource limited healthcare settings.

http://eprints.bournemouth.ac.uk/31477/

Source: Manual

Design and evaluation protocol for 'DEALTS 2': a simulation-based dementia education intervention for acute care settings.

Authors: Heward, M., Board, M., Spriggs, A. and Murphy, J.

Journal: International psychogeriatrics

Volume: 32

Issue: 12

Pages: 1439-1448

eISSN: 1741-203X

ISSN: 1041-6102

DOI: 10.1017/s1041610218002193

Abstract:

Background

There is a paucity of simulation-based dementia education programmes for acute care settings that support the development of interpersonal skills pertinent to good care. Moreover, few studies measure the effectiveness of such programmes by evaluating the persistence of practice change beyond the immediate timeframe of the workshops. We were commissioned by Health Education England (HEE) to develop and evaluate 'DEALTS 2', a national simulation-based education toolkit informed by the Humanisation Values Framework, developed at Bournemouth University and based on an experiential learning approach to facilitate positive impacts on practice. This paper describes the process of developing DEALTS 2 and the protocol for evaluating the impact of this intervention on practice across England.

Methods

Intervention development: Following an initial scoping exercise to explore the barriers and enablers of delivering the original DEALTS programme, we developed, piloted, and rolled out DEALTS 2 across England through a Train the Trainer (TTT) model. Key stakeholders were asked to critically feedback during the development process.

Evaluation design

Mixed methods approach underpinned by Kirkpatrick Model for evaluating effectiveness of training; assessing reaction, learning, behaviour, and results. Evaluation forms and telephone interviews (quantitative and qualitative) with trainers that attended TTT workshops (n = 196) and, once implemented in individual Trusts, the staff that the trainers train.

Conclusions

Evaluation of implementation and impact on care delivery for people with dementia will provide evidence of effectiveness. This will support the future development of simulation-based education programmes, amidst the current complexity of pressure in resource limited healthcare settings.

http://eprints.bournemouth.ac.uk/31477/

Source: Europe PubMed Central

Design and evaluation protocol for ‘DEALTS 2’: a simulation-based dementia education intervention for acute care settings.

Authors: Heward, M., Board, M., Spriggs, A. and Murphy, J.

Journal: International Psychogeriatrics

Volume: 32

Issue: 12

Pages: 1439-1448

ISSN: 1041-6102

Abstract:

Background There is a paucity of simulation-based dementia education programmes for acute care settings that support the development of interpersonal skills pertinent to good care. Moreover, few studies measure the effectiveness of such programmes by evaluating the persistence of practice change beyond the immediate timeframe of the workshops. We were commissioned by Health Education England (HEE) to develop and evaluate ‘DEALTS 2’, a national simulation-based education toolkit informed by the Humanisation Values Framework, developed at Bournemouth University and based on an experiential learning approach to facilitate positive impacts on practice. This paper describes the process of developing DEALTS 2 and the protocol for evaluating the impact of this intervention on practice across England. Methods Intervention development: Following an initial scoping exercise to explore the barriers and enablers of delivering the original DEALTS programme, we developed, piloted and rolled out DEALTS 2 across England through a Train the Trainer (TTT) model. Key stakeholders were asked to critically feedback during the development process. Evaluation design: Mixed methods approach underpinned by Kirkpatrick Model for evaluating effectiveness of training; assessing reaction, learning, behaviour and results. Evaluation forms and telephone interviews (quantitative and qualitative) with trainers that attended TTT workshops (n=196) and, once implemented in individual Trusts, the staff that the trainers train. Conclusions Evaluation of implementation and impact on care delivery for people with dementia will provide evidence of effectiveness. This will support the future development of simulation-based education programmes, amidst the current complexity of pressure in resource limited healthcare settings.

http://eprints.bournemouth.ac.uk/31477/

https://www.cambridge.org/core/journals/international-psychogeriatrics

Source: BURO EPrints