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A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part I developing the intervention

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A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses : Part I developing the intervention. / Naughton, Corina; Beard, Chloe; Tzouvara, Vasiliki; Pegram, Anne; Verity, Rebecca; Eley, Rhiannon; Hingley, David.

In: Nurse Education Today, 31.01.2018.

Research output: Contribution to journalArticle

Harvard

Naughton, C, Beard, C, Tzouvara, V, Pegram, A, Verity, R, Eley, R & Hingley, D 2018, 'A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part I developing the intervention', Nurse Education Today. https://doi.org/10.1016/j.nedt.2018.01.024

APA

Naughton, C., Beard, C., Tzouvara, V., Pegram, A., Verity, R., Eley, R., & Hingley, D. (2018). A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part I developing the intervention. Nurse Education Today. https://doi.org/10.1016/j.nedt.2018.01.024

Vancouver

Naughton C, Beard C, Tzouvara V, Pegram A, Verity R, Eley R et al. A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part I developing the intervention. Nurse Education Today. 2018 Jan 31. https://doi.org/10.1016/j.nedt.2018.01.024

Author

Naughton, Corina ; Beard, Chloe ; Tzouvara, Vasiliki ; Pegram, Anne ; Verity, Rebecca ; Eley, Rhiannon ; Hingley, David. / A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses : Part I developing the intervention. In: Nurse Education Today. 2018.

Bibtex Download

@article{ba541fba8d554aa3835ffad557c7d7b9,
title = "A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part I developing the intervention",
abstract = "Background People living with dementia have complex communication needs, especially during acute hospital admissions. The VERA framework (validation, emotion, reassurance, activity) was designed to promote person centred communication between student nurses and people living with dementia, but there is limited evaluation of its impact. Aim To measure the impact of dementia communication training (based on VERA) plus older adult unit (OAU) placement on students' ability to recognise opportunities for person centred (PC) communication compared to OAU placement alone. Method A control pre-post study design was used. Dementia communication training plus follow-up during OAU placement was delivered to 51 students (5 OAU, two hospitals) while 66 students (7 OAUs, five hospitals) acted as controls. The primary outcome was students' ability to recognise PC communication assessed using case vignettes. Data were collected using electronic survey and focus group interviews. Data analysis used independent non-parametric Mann-Whitney U test and thematic analysis. Results In total 52 students (response rate 40{\%}) completed surveys at the end of placements, (38 intervention, 14 control group students). In the intervention group, participants were significantly more likely to identify PC responses with a mean score of 10.5 (SD 3.0) compared with 7.5 (SD 3.0) in the control group (p = 0.006). In focus group interviews (n = 19 students), the main themes were: connecting with patients, VERA in practice, communication challenges, and learning environment. VERA was described as a flexible approach that added to participants' communication toolkit. The learning environment, complexity of patients and organisational resources were important contextual factors. Conclusion The VERA framework has potential as a foundation level dementia communication training intervention, but it requires more rigorous testing. Nursing can lead the way in developing and embedding evidence-based, interdisciplinary dementia communication training in preregistration curricula.",
keywords = "Dementia communication, person centred communication, student nurse, curriculum, quasi-experimental design",
author = "Corina Naughton and Chloe Beard and Vasiliki Tzouvara and Anne Pegram and Rebecca Verity and Rhiannon Eley and David Hingley",
year = "2018",
month = "1",
day = "31",
doi = "10.1016/j.nedt.2018.01.024",
language = "English",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses

T2 - Part I developing the intervention

AU - Naughton, Corina

AU - Beard, Chloe

AU - Tzouvara, Vasiliki

AU - Pegram, Anne

AU - Verity, Rebecca

AU - Eley, Rhiannon

AU - Hingley, David

PY - 2018/1/31

Y1 - 2018/1/31

N2 - Background People living with dementia have complex communication needs, especially during acute hospital admissions. The VERA framework (validation, emotion, reassurance, activity) was designed to promote person centred communication between student nurses and people living with dementia, but there is limited evaluation of its impact. Aim To measure the impact of dementia communication training (based on VERA) plus older adult unit (OAU) placement on students' ability to recognise opportunities for person centred (PC) communication compared to OAU placement alone. Method A control pre-post study design was used. Dementia communication training plus follow-up during OAU placement was delivered to 51 students (5 OAU, two hospitals) while 66 students (7 OAUs, five hospitals) acted as controls. The primary outcome was students' ability to recognise PC communication assessed using case vignettes. Data were collected using electronic survey and focus group interviews. Data analysis used independent non-parametric Mann-Whitney U test and thematic analysis. Results In total 52 students (response rate 40%) completed surveys at the end of placements, (38 intervention, 14 control group students). In the intervention group, participants were significantly more likely to identify PC responses with a mean score of 10.5 (SD 3.0) compared with 7.5 (SD 3.0) in the control group (p = 0.006). In focus group interviews (n = 19 students), the main themes were: connecting with patients, VERA in practice, communication challenges, and learning environment. VERA was described as a flexible approach that added to participants' communication toolkit. The learning environment, complexity of patients and organisational resources were important contextual factors. Conclusion The VERA framework has potential as a foundation level dementia communication training intervention, but it requires more rigorous testing. Nursing can lead the way in developing and embedding evidence-based, interdisciplinary dementia communication training in preregistration curricula.

AB - Background People living with dementia have complex communication needs, especially during acute hospital admissions. The VERA framework (validation, emotion, reassurance, activity) was designed to promote person centred communication between student nurses and people living with dementia, but there is limited evaluation of its impact. Aim To measure the impact of dementia communication training (based on VERA) plus older adult unit (OAU) placement on students' ability to recognise opportunities for person centred (PC) communication compared to OAU placement alone. Method A control pre-post study design was used. Dementia communication training plus follow-up during OAU placement was delivered to 51 students (5 OAU, two hospitals) while 66 students (7 OAUs, five hospitals) acted as controls. The primary outcome was students' ability to recognise PC communication assessed using case vignettes. Data were collected using electronic survey and focus group interviews. Data analysis used independent non-parametric Mann-Whitney U test and thematic analysis. Results In total 52 students (response rate 40%) completed surveys at the end of placements, (38 intervention, 14 control group students). In the intervention group, participants were significantly more likely to identify PC responses with a mean score of 10.5 (SD 3.0) compared with 7.5 (SD 3.0) in the control group (p = 0.006). In focus group interviews (n = 19 students), the main themes were: connecting with patients, VERA in practice, communication challenges, and learning environment. VERA was described as a flexible approach that added to participants' communication toolkit. The learning environment, complexity of patients and organisational resources were important contextual factors. Conclusion The VERA framework has potential as a foundation level dementia communication training intervention, but it requires more rigorous testing. Nursing can lead the way in developing and embedding evidence-based, interdisciplinary dementia communication training in preregistration curricula.

KW - Dementia communication

KW - person centred communication

KW - student nurse

KW - curriculum

KW - quasi-experimental design

U2 - 10.1016/j.nedt.2018.01.024

DO - 10.1016/j.nedt.2018.01.024

M3 - Article

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

ER -

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