INTRODUCTION Literature shows poor dementia training and competencies among health and social professionals. Due to the growing prevalence of people with dementia and all the related care demands, specialized training is increasingly needed but must be effective in terms of impact on knowledge, behaviors, and attitudes. We aimed to analyze the impact of a first-level dementia training course for staff of a new specialized center for people with dementia, considering the first three levels of Kirkpatrick's evaluation framework, namely, staff reaction (satisfaction), skills and learning (knowledge and dementia attitudes), and behavior changes. METHODS This is a single-center group pre-post design study of a 12-session online course. An online questionnaire was administered to measure satisfaction, expectations, knowledge/learning, attitudes (Dementia Attitude Scale), and new behaviors/practices. We compared perceived knowledge (Wilcoxon signed-rank test) and attitudes (paired t test). Thematic analysis explored new behaviors/practices. RESULTS Eighty-five professionals and 1 volunteer were included (median age 31, 92% female). Satisfaction with the training was high (median 4/5). Perceived knowledge improved (median 3-4; p < 0.001). The knowledge test median score was 70.8%. After training, participants showed better attitudes toward dementia (mean 116.5, SD 10.3, to mean 122.2, SD 11.5; p < 0.001). Most (93%) said their behavior/practice changed. Thematic analysis yielded four new behavior/practice dimensions: care provision/interaction, communication, family/caregivers, and self-confidence. CONCLUSIONS The course improved all dimensions evaluated, suggesting it effectively provides first-level dementia training. This may be transferable to similar settings.

中文翻译：

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痴呆症护理中心工作人员痴呆症培训课程的评估。

引言 文献显示卫生和社会专业人员的痴呆症培训和能力较差。由于痴呆症患者的患病率不断上升以及所有相关的护理需求，越来越需要专门的培训，但必须在对知识、行为和态度的影响方面有效。我们的目的是分析初级痴呆症培训课程对新的痴呆症患者专业中心工作人员的影响，考虑柯克帕特里克评估框架的前三个层次，即工作人员反应（满意度）、技能和学习（知识和能力）。痴呆态度）和行为改变。方法 这是一项针对 12 节在线课程的单中心小组前期设计研究。进行在线调查问卷来衡量满意度、期望、知识/学习、态度（痴呆症态度量表）和新行为/实践。我们比较了感知知识（Wilcoxon 符号秩检验）和态度（配对 t 检验）。主题分析探索了新的行为/实践。结果 包括 85 名专业人士和 1 名志愿者（中位年龄 31 岁，92% 为女性）。对培训的满意度很高（中位数 4/5）。认知知识提高（中位数 3-4；p < 0.001）。知识测试中位数为70.8%。训练后，参与者对痴呆症表现出更好的态度（平均 116.5，SD 10.3，平均 122.2，SD 11.5；p < 0.001）。大多数人（93%）表示他们的行为/做法发生了变化。主题分析产生了四个新的行为/实践维度：护理提供/互动、沟通、家庭/护理人员和自信。结论 该课程改善了所有评估维度，表明它有效地提供了一级痴呆症培训。这可以转移到类似的设置。