Construction and Validation of Dementia Care Management Competency

NCT06032351 | Recruiting

• 2 other identifiers: NSTC 112-2410-H-255 -006 -MY2NMRPF3N0081
• Study Type: interventional
• Target: 190
• Locations: 1 country
• Sites: 1

Brief Summary

This study will use the concept of competency-based education to develop an innovative integrated curriculum with EPAs to guide learning and assessment of competency performance to equip students with dementia care management competency and cultivate professionals to meet the social trends and practical needs.

Conditions

Dementia

Keywords

Teaching Method; Medical Practice Management; Competence; Competency-Based Education

Outcome Measures

Primary Outcomes (6)

• Demographic data of student

  Include age, gender, education level, areas of studying, etc.

  The investigators will collect demographic data of students on the day before the start date of the intervention.

• Dementia Care Professional Competency Assessment Scale

  1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). The scale is used to evaluate dementia care competency in students (Huang et al., 2018). 2. This Scale contains nine subscales (74 items), using Likert 5-point Likert scale from 1 to 5. A higher score means better competencies. 3. This scale is used to evaluate the competence of students.

  T0(Baseline), T1(Immediately after the intervention), T2(3 months after the intervention).

• Problem solving, Teamwork Competency Assessment Scale

  1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). There are 22 questions on this scale. The scale is used to evaluate the problem-solving and teamwork competency of students. (Huang et al. 2018). 2. This scale contains 22 items.10 items were used to evaluate problem-solving competencies, 12 items were used to evaluate teamwork competencies. A higher score means better competencies. 3. This scale is used to evaluate the competence of students. Change from Baseline problem-solving and teamwork competency at the end of the semester, and after students finish the clinical practice course.

  T0(Baseline), T1(Immediately after the intervention), T2(3 months after the intervention).

• Learning Satisfaction Scale

  1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). There are 9 questions on this scale. The scale is used to evaluate the learning satisfaction of students. (Huang et al. 2018). 2. This Scale contains 9 items, using Likert 5-point Likert scale from 1 to 5. A higher score means high learning satisfaction. 3. This scale is used to evaluate the learning satisfaction of students.

  Immediately after the intervention.

• Performance in a summative OSCE test (OSCE scores)

  1. Conduct Objective Structured Clinical Examination 2. After the intervention, the study sample participated in the final OSCE exam. Their scores were compared. The minimum value was 0 while the maximum value was 100. The higher the score the better students had performed.

  Immediately after the intervention.

• Qualitative interview

  Conduct qualitative interviews with the curriculum integration group students, focusing on the effectiveness of the curriculum integration.

  The investigators will conduct qualitative interviews using focus groups 3 months after the intervention.

Study Arms (2)

conventional teaching group

OTHER

conventional teaching methods

Other: Traditional classroom teaching course programs

curriculum integration Group

EXPERIMENTAL

The curriculum integration group will receive two intervention phases, including an innovation-integrated curriculum for dementia care and an innovation-integrated curriculum for care management with Entrustable Professional Activities (EPAs) to guide learning and assessment of competency performance to equip students with dementia care management competency.

Other: Innovation-integrated curriculum for dementia care and care management

Interventions

Innovation-integrated curriculum for dementia care and care management OTHER

The curriculum integration group will receive two intervention phases, including an innovation-integrated curriculum for dementia care and an innovation-integrated curriculum for care management with Entrustable Professional Activities (EPAs), lectures, Situated Simulation Learning, Team-based learning, and Objective Structured Clinical Examination(OSCE).

Also known as: experimental group

curriculum integration Group

Traditional classroom teaching course programs OTHER

The conventional teaching group will receive only traditional classroom teaching course programs.

Also known as: Control Group

conventional teaching group

Eligibility Criteria

• Age: 20 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• (1)Be at least 20 years old.
• (2)The students are freshmen majoring in the Department of Gerontology and Health Care Management, and taking the course on Dementia care.
• (3)Before taking the course on Dementia care, have taken courses on basic geriatric nursing.
• (4)voluntary participation

You may not qualify if:

• The students who suspension of schooling.

Sponsors & Collaborators

• Chang Gung Memorial Hospital: lead
• National Science and Technology Council: collaborator
• Chang Gung University of Science and Technology: collaborator

Study Sites (1)

Chang Gung University of Science and Technology

Taoyuan District, 333, Taiwan

RECRUITING

MeSH Terms

Conditions

Dementia

Interventions

Control Groups

Condition Hierarchy (Ancestors)

Brain Diseases; Central Nervous System Diseases; Nervous System Diseases; Neurocognitive Disorders; Mental Disorders

Intervention Hierarchy (Ancestors)

Epidemiologic Research Design; Epidemiologic Methods; Investigative Techniques; Research Design; Methods

Study Officials

• Huei-Ling Huang, PhD

  Chang Gung University of Science and Technology

  STUDY CHAIR

Central Study Contacts

Huei-Ling Huang, PhD

CONTACT

+886-3-2118999; hlhuang@gw.cgust.edu.tw

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor, PhD, RN, Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan, R.O.C

Study Record Dates

• First Submitted: August 21, 2023
• First Posted: September 13, 2023
• Study Start: February 27, 2024
• Primary Completion: July 31, 2025
• Study Completion: July 31, 2025
• Last Updated: July 5, 2024

Record last verified: 2024-07

Locations

TW (1)