Digital Learning Technology for Dementia Care Training in Long-term Care Professionals

NCT07679230 | Completed

• 2 other identifiers: KMUHIRB-E(I)-20250272NSTC 114-2515-S-037-001
• Study Type: interventional
• Target: 150
• Locations: 1 country
• Sites: 1

Brief Summary

Dementia, including cognitive decline and behavioral and psychiatric symptoms of dementia (BPSD), presents a significant challenge to long-term care systems and family caregivers. While various digital educational resources are available, long-term care professionals often face challenges in practical care skills, communication, and emotional coping when managing individuals with moderate to severe dementia. To address these needs, a dementia education program integrating digital learning technologies was proposed to offer a meaningful, collaborative learning experience. The purpose of this study was to evaluate the effects of this immersive learning dementia education program on long-term care professionals' dementia care knowledge, attitudes, and interprofessional collaboration competence (as the primary outcome variables). This study utilized a quasi-experimental, waitlist control group pre- and post-test design. This study utilized a quasi-experimental, waitlist control group pre- and post-test design. Long-term care professionals were recruited from 12 community-based long-term care institutions in Taiwan. Participants were assigned to either the intervention group or the waitlist control group based on the order of enrollment. The intervention group participated in an 8-hour, 4-unit immersive training program held during non-working hours. The curriculum included: an advanced dementia care lecture and case discussions; Virtual Reality (VR) dementia symptom simulation (using HTC VIVE Flow headsets) followed by reflective debrief; Augmented Reality (AR) interactive skill training (using the MAKAR Viewer mobile app); and experience sharing on ethical and legal issues in dementia care. The waitlist control group maintained their routine continuing education during the study period and received the identical 8-hour training program after the follow-up assessments were completed. All participants completed standardized questionnaires at three time points: at baseline (pre-test), immediately following the intervention (post-test), and at a 3-month follow-up. The outcomes measured included dementia care knowledge, dementia care attitudes, and interprofessional collaboration levels.

Conditions

Long-Term Care Professionals; Dementia Knowledge and Attitudes; Interprofessional Collaboration; Dementia Education Program

Keywords

Long-Term Care Professionals; Dementia; Digital Learning Technology; Interprofessional Collaboration

Outcome Measures

Primary Outcomes (3)

• Interprofessional collaboration level

  Measured using the Collaboration subscale of the Chinese Version of the Assessment of Interprofessional Team Collaboration Scale (AITCS-C), this subscale assessed the extent to which long-term care professionals perceived themselves as team members who listened to and valued all members' perspectives, actively contributed professional insights, and engaged in shared decision-making. It consisted of 8 items rated on a 5-point Likert scale (ranging from 1 = Never to 5 = Always), and the total subscale score ranged from 8 to 40, with higher scores indicating a higher perceived level of interprofessional collaboration within the care team. Subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.

  Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.

• Knowledge of dementia care

  Measured using the Taiwan Shortened Version of the Dementia Knowledge Assessment Scale (DKAS-s), this scale evaluated long-term care professionals' knowledge level across four distinct dimensions: (1) causes and characteristics of dementia, (2) communication and engagement, (3) dementia care needs, and (4) risk assessment and health promotion. The scale consisted of 16 items utilizing a partial credit scoring method, where each correct answer yielded 1 point, and incorrect or "don't know" responses yielded 0 points. The total score ranged from 0 to 16, with higher total scores indicating a higher level of understanding and knowledge of dementia care, and subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.

  Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.

• Attitude toward dementia

  Measured using the Dementia Attitude Scale - Chinese Version (DAS-C), this scale evaluated long-term care personnel's attitudes toward individuals with dementia across two primary dimensions: (1) Social Comfort, which encompassed affective and behavioral components, and (2) Dementia Knowledge, which covered the cognitive component. The scale consisted of 17 items scored on a 5-point Likert scale (ranging from 1 = Strongly Disagree to 5 = Strongly Agree). The total score ranged from 17 to 85, with higher total scores indicating a more positive and favorable caregiving attitude toward people living with dementia. Subgroup interactions based on professional categories (healthcare professionals vs. care assistants) were evaluated.

  Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.

Secondary Outcomes (3)

• Interprofessional collaboration level changes by occupational category

  Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.

• Dementia care knowledge changes by occupational category

  Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.

• Dementia care attitude changes by occupational category

  Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.

Study Arms (2)

Intervention Group

EXPERIMENTAL

Participants received the 8-hour dementia care education program consisting of four sequential modules: (1) advanced dementia care lectures and case discussions, (2) immersive virtual reality (VR) symptom experiences using HTC VIVE Flow headsets followed by reflective group discussions, (3) augmented reality (AR) interactive care skill training via mobile applications combined, and (4) sharing experiences of ethical and legal issues in dementia care.

Behavioral: Dementia care education program

Control Group

ACTIVE COMPARATOR

Maintained routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour program was provided to this group after T2 data collection ends.

Behavioral: Routine education

Interventions

Dementia care education program BEHAVIORAL

an 8-hour digital learning dementia care education program

Intervention Group

Routine education BEHAVIORAL

Maintaind routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour digital learning dementia care program was provided to this group after T2 data collection ends.

Control Group

Eligibility Criteria

• Age: 18 Years - 64 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

Sponsors & Collaborators

• Tunghai University: lead
• Kaohsiung Medical University: collaborator

Study Sites (1)

Tunghai University

Taichung, 4070, Taiwan

Location

MeSH Terms

Conditions

Behavior; Dementia

Condition Hierarchy (Ancestors)

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

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: Principal Investigator

Model Details: This study used a non-randomized, waitlist-controlled design with repeated measures to evaluate an 8-hour digital learning dementia care education program. Participants were assigned to the intervention or control group based on enrollment time and institutional availability. Assessment occurred at baseline (T0), post-intervention (T1), and 3-month follow-up (T2). Intervention Group: Received the 8-hour program across 4 modules: (1) advanced dementia lectures \& case discussions; (2) immersive VR symptom experiences via HTC VIVE Flow headsets \& reflective brief; (3) AR interactive care skill training via mobile apps \& role-playing; and (4) experience sharing on ethical and legal issues in dementia care. Control Group: Maintained routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour program was provided to this group after T2 data collection ended.

Study Record Dates

• First Submitted: June 25, 2026
• First Posted: July 1, 2026
• Study Start: August 25, 2025
• Primary Completion: June 8, 2026
• Study Completion: June 8, 2026
• Last Updated: July 1, 2026

Record last verified: 2026-06

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)