Disease-specific training in Parkinson's disease for care assistants: a comparison of interactive and self-study methods

AXELROD, Lesley, BRYAN, Karen, GAGE, Heather, KAYE, Julie, TING, Sharlene, WILLIAMS, Peter, TREND, Patrick and WADE, Derick (2012). Disease-specific training in Parkinson's disease for care assistants: a comparison of interactive and self-study methods. Clinical Rehabilitation, 26 (6), 545-557.

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Official URL: http://dx.doi.org/10.1177/0269215511426161
Link to published version:: https://doi.org/10.1177/0269215511426161


Objective: To compare two approaches to providing training to care assistants in Parkinson’s disease.

Design: Pragmatic parallel arm controlled trial.

Setting: Training either by an interactive training day at a local medical education establishment or self study.

Subjects: Care assistants recruited from local health and social care providers.

Interventions: The content of both interventions was similar, covering causes, symptoms, diagnosis of Parkinson’s disease, multidisciplinary management, mobility, communication, swallowing, and involving 5 hours of study time.

Main measures: Knowledge about Parkinson’s (assessed by true/false quizzes and identifying ‘four facts’ about Parkinson’s) immediately post training and six weeks later; views on training methods of care assistants and employers/managers.

Results: Thirty-seven employers nominated 100 care staff who were allocated to interactive training (49) and self study (51). Training completion rates (retained to six-week follow-up) were lower for self study (42.1% vs. 83.7% training day). There were no significant differences between groups on quiz or ‘four facts’ scores at baseline or six-week follow-up. Immediately post training, the self-study group (with access to written materials) had significantly higher quiz scores than the training day group (no access to materials at test). Within-group comparisons showed improvements post training. Although interactive training may be preferred, obtaining release from duties can be problematic.

Conclusions: Both approaches have similar effects on knowledge of care assistants without prior specific training. Providing a variety of approaches will cater for all preferences. The findings may be generalizable to training the care workforce for other specific roles.

Item Type: Article
Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Health and Social Care Research
Identification Number: https://doi.org/10.1177/0269215511426161
Page Range: 545-557
Depositing User: Carole Harris
Date Deposited: 04 Feb 2013 13:39
Last Modified: 18 Mar 2021 20:00
URI: https://shura.shu.ac.uk/id/eprint/6721

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