The characteristics of effective technology-enabled dementia education for health and social care practitioners: protocol for a mixed studies systematic review

Robert Polson, Leah Macaden, Kevin Muirhead, Charlotte Clarke, Keith Smyth, Chris O'Malley

Research output: Contribution to journalArticle

1 Citation (Scopus)
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Abstract

Background
The global prevalence of people living with dementia is expected to increase exponentially and yet evidence suggests gaps in dementia-specific knowledge amongst practitioners. Evidence-based learning approaches can support educators and learners who are transitioning into new educational paradigms resulting from technological advances. Technology-enabled learning is increasingly being used in health care education and may be a feasible approach to dementia education.

Methods
This protocol aims to describe the methodological and analytical approaches for undertaking a systematic review of the current evidence based on technology-enabled approaches to dementia education for health and social care practitioners. The design and methodology were informed by guidelines from the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols.

Discussion
The evidence generated from a systematic review of the current evidence is intended to inform the design and implementation of technology-enabled dementia education programmes and to advance the current academic literature at a time of unprecedented demographic and technological transition.

Trial registration: PROSPERO, CRD42018115378.
Original languageEnglish
Article number316
JournalSystematic Reviews
Volume8
Early online date6 Dec 2019
DOIs
Publication statusE-pub ahead of print - 6 Dec 2019

Keywords

  • Dementia
  • Technology
  • eduction
  • protocol

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