A critical gap exists in providing interprofessional education to health/social care students related to the health and wellbeing of family caregivers of people living with dementia (PLwD). Despite growing dementia care curricula in the US, the interprofessional dementia caregiving curriculum is still lacking. To address this important educational need, a multi-phase approach was used to develop, implement, and evaluate a customized micro-credential curriculum, called ‘interprofessional dementia caregiving telehealth community practicum badge’. The purpose of this Talk is to present the pilot implementation and evaluation of, and the sustainability plan, of the badge at the University of Wisconsin-Madison.
As part of a larger CDC-funded WI BOLD Project and following the development of the badge curriculum as a one-semester capstone project, five teams of 3-5 cross-professional students from seven programs (nursing, medicine, occupational therapy, pharmacy, physical therapy, public health, and social work) participated in the pilot over three months from February to April 2022. The IP teams worked collaboratively with each other and with dementia care specialists (DCS), caregivers of PLwD, and faculty facilitators (all as co-teachers) to develop a customized Caregiver Health and Wellness Resource Packet as the capstone project. The evaluation includes, the pre-post data collections using Dementia Knowledge Assessment Scale (DKAS), Assessment of Interprofessional Team Collaboration Scale (AITCS), and Interprofessional Socialization and Valuing Scale—21 (ISVS-21), plus the team debriefs.
The DKAS quizzes demonstrated a significant improvement in students’ knowledge about dementia from pre-test (M=12.76 out of 25) to post-test (M=22.5). The ISVS total mean scores have also significantly increased from 5.89 (out of 7) to 6.41. The AITCS results showed an increase in the coordination subscale from 4.38 to 4.46 (out of 5). The initial qualitative analysis has shown that students were very appreciative for the opportunity to learn from caregivers and DCS (as co-teachers) about caregiver’s unique needs.