***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: 187 1 . The FOOD Trial Collaboration . Routine oral nutritional supplementation for stroke patients in hospital ( FOOD ) : a multicentre r and omised controlled trial . Lancet 2005 ; 365 : 755–63 . 2 . The FOOD Trial Collaboration . Effect of timing and method of  enteral tube feeding for  dysphagic stroke patients ( FOOD ) : a multicentre r and omised controlled trial . Lancet 2005 ; 365 : 764–72 . 3 . Spiegelhalter DJ , Abrams KR , Myles JP . Prior Distributions in Bayesian Approaches to Clinical Trials and Health-Care Interventions . Chichester : John Wiley & Sons Ltd , 2004 , 139–80 OBJECTIVE This study evaluated the impact of an eight-session training program for aged care staff  in managing dementia-related challenging behaviours .  Participation in the training program with an additional five-session peer support group was compared with both participation in training only and a wait-list control condition . METHODS Outcomes were evaluated for 90 participating staff members and 113 residents with challenging behaviours from six aged care facilities . Measures of staff attitudes and the behaviours of staff and residents were collected pre- and post-intervention , and at six month follow-up . RESULTS Staff members in both dementia training groups reported improved attitudes regarding their knowledge and skills in managing residents with challenging behaviours , immediately after the training and six months later . Facility supervisors rated the nursing performance of trained staff more positively , particularly those who participated in a peer support group . The dementia training programs , whether with or without the inclusion of peer support , did not impact on levels of staff burnout or substantially reduce the level of challenging behaviours among aged care residents . CONCLUSIONS While training programs may impact positively on staff performance , organisational characteristics of aged care facilities , including low levels of management support for staff training initiatives , limit the potential outcomes . Method ological limitations are discussed BACKGROUND As the population ages , the effects of Alzheimer 's disease will be felt by all nurses . Providing proper care for people with Alzheimer 's disease is difficult and requires specific skills , attitudes , and knowledge . Limited data exists regarding nursing students ' attitudes and knowledge toward people with Alzheimer 's disease , whether undergraduate education prepares students to care for this population , or the best methods to support students in learning in an innovative and interactive environment . OBJECTIVES The aim of this study was to determine the effect of different educational experiences on nursing students ' knowledge and attitudes toward people with Alzheimer 's disease and to explore nursing students ' knowledge and attitudes surrounding the care of people with Alzheimer 's disease . DESIGN A convergent mixed method design . A three group ( Alzheimer 's disease clinical experience , online learning module , and no dementia-specific intervention ) , pretest and posttest design served as the quantitative arm of the study . A focus group discussion with themes extracted served as the qualitative piece of the study . SETTING College of Nursing in North Texas . PARTICIPANTS Convenience sample of 94 senior level nursing students enrolled in the undergraduate nursing program 's Community Health course . METHOD Students completed pre and posttest surveys which included Alzheimer 's Disease Knowledge Scale , Dementia Attitudes Scale , and demographic question naire . Content analysis was conducted on focus group responses to qualitative interview questions . RESULTS The Alzheimer 's disease clinical group experienced increased knowledge and improved attitudes toward people with Alzheimer 's disease compared with students who completed the online module or had no dementia-specific intervention . Four themes emerged from focus group data : Basic Alzheimer 's disease knowledge , need for Alzheimer 's disease experiential learning , negative feelings related to behaviors , and appropriate responses to behavioral and psychological symptoms of dementia . CONCLUSION Experiential learning in the form of clinical placements increased knowledge and improved attitudes about Alzheimer 's disease compared with an online module and no dementia-specific intervention This article introduces findings from the first phase of a r and omized controlled trial of educational interventions in primary care . The focus of the article is the knowledge , attitudes and confidence of primary care nursing staff to the diagnosis and ongoing management of dementia . A total 78 nurses with a mean age of 46.4 years and a mean time since qualification of 23.0 years were recruited in 36 practice s in central Scotl and and in London . Disciplines represented by this sample were predominantly district nurses , health visitors , practice nurses and community staff nurses . Each practitioner was administered an extensive self-completion question naire before the educational interventions were introduced to measure baseline knowledge , confidence and perceived difficulties in dementia care management and attitudes . Results from the quiz indicate lower levels of knowledge about epidemiology and diagnosis , but slightly higher levels about management strategies . Self-reported ratings of confidence were also low and were directly related to ratings of difficulty in identifying dementia and dealing with coexisting behavioural and mental health problems . Lower scores on all domains were recorded for practice nurses than for district nurses or health visitors 
    Output:
    
Interventional studies suggested that knowledge and attitudes improved after training programs were implemented .