Sharyn Hunter, Victoria Pitt, Nic Croce, Jan Roche
Critical thinking skills of undergraduate nursing students: description and demographic predictors
Nurse education today
prevalence dementia community hospital settings requires clinical workforce skilled diagnosis management condition competently care patients though evidence successful educational interventions dementia exists effective translation medical school curricula exception rather norm adopted realist synthesis approach following realist metanarrative evidence syntheses evolving standards rameses guidelines answer following questions 1 barriers integrating effective interventions dementia medical school curricula 2 successfully delivered contextual factors allow enactment searched pubmed embase cinahl psycinfo using mesh terms schools medical students medical education medical neurocognitive disorders closest possible set terms within database undergraduate graduate entry medical school programme teaching learning focussing dementia evaluating student outcomes satisfaction knowledge skills attitudes behaviours interventions described clearly enough classify teaching method research design quantitative qualitative english language used shared spreadsheet enter key information eligible studies reasons excluding studies fit eligibility criteria extracted descriptive data nature educational interventions narrative information barriers facilitators implementing interventions initial literature search identified 16 relevant papers review systematic extraction data informed development initial programme theory ipt structured around four contextual barriers culture concern patient welfare student attitudes logistics associated facilitatory mechanisms embed medical education dementia outline process generating ipt including overlap cultural historical activity theory outline intention refine programme theory ongoing review evidence base collaboration stakeholders aim finalising model successful integration dementia education