The impact of a workshop on clinician’s self-efficacy in communicating dementia diagnoses
Tracks
Ballroom 1
Best practice
Dementia
Diagnosis
Education and Training
| Thursday, November 14, 2024 |
| 1:45 PM - 2:00 PM |
Speaker
Prof Yvonne Wells
Professor
La Trobe University
The impact of a workshop on clinician’s self-efficacy in communicating dementia diagnoses
Abstract
Background:
Even experienced clinicians can find communicating a dementia diagnosis challenging due to the difficulties conveying a progressive diagnosis which may in some cases be uncertain, and with limited treatment options. We aimed to improve clinicians’ skills in relation to the communication of diagnoses and hence their self-efficacy.
Methods
The sample comprised clinicians working at two multidisciplinary diagnostic memory clinics in Victoria. They attended a three-hour interactive workshop on how to communicate a dementia diagnosis. The workshop was co-designed with input from people with dementia, carers, clinicians, and researchers, and included didactic information on best practice guidelines and video footage illustrating high, moderate, and low-quality practice in communicating dementia diagnosis. Clinicians reported their self-efficacy in clinical communication at pre-intervention, post-intervention, and four months post-intervention. They also were asked to identify aspects of the workshops that helped to inform their practice.
Results
Thirty-nine clinicians attended the intervention. Self-efficacy in clinical communication skills improved significantly from pre-intervention (Mean 7.08, SD = 1.04) to post-intervention (Mean 7.98, SD = 0.67, F(1, 21) = 14.4, p < .001) and increased again at four months post-intervention (Mean, 8.19, SD = 0.74, F(1, 18) = 4.6, p = .045). Clinicians appreciated the opportunity to reflect on their practice and identified that the most helpful aspects of the workshop were reminders to tailor information to the client, check in with the client, and provide hope.
Conclusions
Clinicians’ self-efficacy in delivering dementia diagnoses can be improved via an intervention aimed at providing an opportunity to reflect on practice.
Even experienced clinicians can find communicating a dementia diagnosis challenging due to the difficulties conveying a progressive diagnosis which may in some cases be uncertain, and with limited treatment options. We aimed to improve clinicians’ skills in relation to the communication of diagnoses and hence their self-efficacy.
Methods
The sample comprised clinicians working at two multidisciplinary diagnostic memory clinics in Victoria. They attended a three-hour interactive workshop on how to communicate a dementia diagnosis. The workshop was co-designed with input from people with dementia, carers, clinicians, and researchers, and included didactic information on best practice guidelines and video footage illustrating high, moderate, and low-quality practice in communicating dementia diagnosis. Clinicians reported their self-efficacy in clinical communication at pre-intervention, post-intervention, and four months post-intervention. They also were asked to identify aspects of the workshops that helped to inform their practice.
Results
Thirty-nine clinicians attended the intervention. Self-efficacy in clinical communication skills improved significantly from pre-intervention (Mean 7.08, SD = 1.04) to post-intervention (Mean 7.98, SD = 0.67, F(1, 21) = 14.4, p < .001) and increased again at four months post-intervention (Mean, 8.19, SD = 0.74, F(1, 18) = 4.6, p = .045). Clinicians appreciated the opportunity to reflect on their practice and identified that the most helpful aspects of the workshop were reminders to tailor information to the client, check in with the client, and provide hope.
Conclusions
Clinicians’ self-efficacy in delivering dementia diagnoses can be improved via an intervention aimed at providing an opportunity to reflect on practice.
Biography
Professor Yvonne Wells is a psychologist by profession and Head of the Lincoln Centre for Research on Ageing at La Trobe University. She has had a long career in research encompassing a range of issues issues in health and wellbeing. She has expertise in evaluation, systematic literature reviews, and analysis of large and complex data sets. Current research projects include an exploration of family violence triage in family courts and an examination of best practice in delivering a dementia diagnosis. However, most of her research has had a focus on healthy ageing and home-based aged care. Current commissioned projects include evaluations of the transition care program and system stewardship in aged care. Yvonne supervises higher degree students on a diverse range of topics currently including women living with HIV in regional Victoria, incontinence following stroke, physical activity in retirement villages, ageing-in-place policy, adjustment to living in residential aged care, and purpose of life in the Fourth Age. She has been Book Review Editor for the Australasian Journal on Ageing since 2002. She was elected to Fellow of the Australian Psychological Society in 2011 and to Distinguished Membership of the Australian Association of Gerontology in 2012.
Session Chair
Kate-Ellen Elliott
Adjunct Senior Researcher & Training Projects Coordinator
University Of Tasmania & IP Australia
