Long-Term Care ProfessionalsNCT07679230
Digital Learning Technology for Dementia Care Training in Long-term Care Professionals
A study testing Dementia care education program and Routine education in people with Long-Term Care Professionals and Dementia Knowledge and Attitudes, run by Tunghai University at 1 site in Taiwan.
Trial summary
Dementia, including cognitive decline and behavioral and psychiatric symptoms of dementia (BPSD), presents a significant challenge to long-term care systems and family caregivers. Read more about this study
- Who is it for?
- Ages 18 to 64 yearsHealthy volunteers can take part
- Conditions the study is for
- Long-Term Care Professionals, Dementia Knowledge and Attitudes, Interprofessional Collaboration
- What is being tested?
- Dementia care education program and Routine education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 150 participants
- Where
- 1 siteTaiwan
- Study dates
- 25 Aug 2025to 8 Jun 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 64 years
- All sexes
- Healthy volunteers accepted
- Adult
Inclusion Criteria: (1)Must be a registered long-term care professional or care assistant currently employed in a long-term care institution; (2) Provided informed consent and voluntarily agreed to participate in this study; (3) Capable of using digital learning devices, including smartphone applications and virtual reality (VR) headsets.
Exclusion Criteria: (1)Severe visual or hearing impairments that prevent the effective use of digital learning materials or VR headsets; (2)A history of severe motion sickness, vertigo, or epilepsy that could be triggered by immersive virtual reality (VR) experiences.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effects of Digital Learning Technology in Dementia Education Programs on Dementia Care Knowledge, Attitudes, and Interprofessional Collaboration Among Long-term Care Professionals
Dementia, including cognitive decline and behavioral and psychiatric symptoms of dementia (BPSD), presents a significant challenge to long-term care systems and family caregivers. While various digital educational resources are available, long-term care professionals often face challenges in practical care skills, communication, and emotional coping when managing individuals with moderate to severe dementia. To address these needs, a dementia education program integrating digital learning technologies was proposed to offer a meaningful, collaborative learning experience.
The purpose of this study was to evaluate the effects of this immersive learning dementia education program on long-term care professionals' dementia care knowledge, attitudes, and interprofessional collaboration competence (as the primary outcome variables).
Read more
This study utilized a quasi-experimental, waitlist control group pre- and post-test design. This study utilized a quasi-experimental, waitlist control group pre- and post-test design. Long-term care professionals were recruited from 12 community-based long-term care institutions in Taiwan. Participants were assigned to either the intervention group or the waitlist control group based on the order of enrollment.
The intervention group participated in an 8-hour, 4-unit immersive training program held during non-working hours. The curriculum included: an advanced dementia care lecture and case discussions; Virtual Reality (VR) dementia symptom simulation (using HTC VIVE Flow headsets) followed by reflective debrief; Augmented Reality (AR) interactive skill training (using the MAKAR Viewer mobile app); and experience sharing on ethical and legal issues in dementia care.
The waitlist control group maintained their routine continuing education during the study period and received the identical 8-hour training program after the follow-up assessments were completed.
All participants completed standardized questionnaires at three time points: at baseline (pre-test), immediately following the intervention (post-test), and at a 3-month follow-up. The outcomes measured included dementia care knowledge, dementia care attitudes, and interprofessional collaboration levels.
- Conditions
- Long-Term Care Professionals, Dementia Knowledge and Attitudes, Interprofessional Collaboration, Dementia Education Program
- Being tested
- Dementia care education program, Routine education
- Keywords
- Long-Term Care Professionals, Dementia, Digital Learning Technology, Interprofessional Collaboration
- Medical subject headings
- Behavior, Dementia
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Dementia care education programBehavioural
an 8-hour digital learning dementia care education program
Routine educationBehavioural
Maintaind routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour digital learning dementia care program was provided to this group after T2 data collection ends.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group | Experimental | Participants received the 8-hour dementia care education program consisting of four sequential modules: (1) advanced dementia care lectures and case discussions, (2) immersive virtual reality (VR) symptom experiences using HTC VIVE Flow headsets followed by reflective group discussions, (3) augmented reality (AR) interactive care skill training via mobile applications combined, and (4) sharing experiences of ethical and legal issues in dementia care. Receives: Behavioral: Dementia care education program |
| Control Group | Active comparator | Maintained routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour program was provided to this group after T2 data collection ends. Receives: Behavioral: Routine education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Interprofessional collaboration level
Measured using the Collaboration subscale of the Chinese Version of the Assessment of Interprofessional Team Collaboration Scale (AITCS-C), this subscale assessed the extent to which long-term care professionals perceived themselves as team members who listened to and valued all members' perspectives, actively contributed professional insights, and engaged in shared decision-making. It consisted of 8 items rated on a 5-point Likert scale (ranging from 1 = Never to 5 = Always), and the total subscale score ranged from 8 to 40, with higher scores indicating a higher perceived level of interprofessional collaboration within the care team. Subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.
Measured: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
Knowledge of dementia care
Measured using the Taiwan Shortened Version of the Dementia Knowledge Assessment Scale (DKAS-s), this scale evaluated long-term care professionals' knowledge level across four distinct dimensions: (1) causes and characteristics of dementia, (2) communication and engagement, (3) dementia care needs, and (4) risk assessment and health promotion. The scale consisted of 16 items utilizing a partial credit scoring method, where each correct answer yielded 1 point, and incorrect or "don't know" responses yielded 0 points. The total score ranged from 0 to 16, with higher total scores indicating a higher level of understanding and knowledge of dementia care, and subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.
Measured: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
Attitude toward dementia
Measured using the Dementia Attitude Scale - Chinese Version (DAS-C), this scale evaluated long-term care personnel's attitudes toward individuals with dementia across two primary dimensions: (1) Social Comfort, which encompassed affective and behavioral components, and (2) Dementia Knowledge, which covered the cognitive component. The scale consisted of 17 items scored on a 5-point Likert scale (ranging from 1 = Strongly Disagree to 5 = Strongly Agree). The total score ranged from 17 to 85, with higher total scores indicating a more positive and favorable caregiving attitude toward people living with dementia. Subgroup interactions based on professional categories (healthcare professionals vs. care assistants) were evaluated.
Measured: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
Secondary outcomes (3)
Interprofessional collaboration level changes by occupational category
Evaluated the subgroup interaction effect between occupational categories (healthcare professionals vs. care assistants) and time points within the intervention group using Generalized Estimating Equations (GEE). This analysis determined whether the treatment efficacy on interprofessional collaboration degrees (measured via the AITCS-C Collaboration subscale) differed significantly based on the participants' occupational categories.
Measured: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
Dementia care knowledge changes by occupational category
Evaluated the subgroup interaction effect between occupational categories (healthcare professionals vs. care assistants) and time points within the intervention group using Generalized Estimating Equations (GEE). This analysis determined whether the treatment efficacy on dementia care knowledge (measured via the DKAS-s) differed significantly based on the participants' occupational categories.
Measured: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
Dementia care attitude changes by occupational category
Evaluated the subgroup interaction effect between occupational categories (healthcare professionals vs. care assistants) and time points within the intervention group using Generalized Estimating Equations (GEE). This analysis determined whether the treatment efficacy on dementia care attitudes (measured via the DAS-C) differed significantly based on the participants' occupational categories.
Measured: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted1 Jul 2026
- Study start25 Aug 2025
- Primary completion8 Jun 2026
- Study completion8 Jun 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Long-Term Care ProfessionalsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This study used a non-randomized, waitlist-controlled design with repeated measures to evaluate an 8-hour digital learning dementia care education program. Participants were assigned to the intervention or control group based on enrollment time and institutional availability. Assessment occurred at baseline (T0), post-intervention (T1), and 3-month follow-up (T2). Intervention Group: Received the 8-hour program across 4 modules: (1) advanced dementia lectures \& case discussions; (2) immersive VR symptom experiences via HTC VIVE Flow headsets \& reflective brief; (3) AR interactive care skill training via mobile apps \& role-playing; and (4) experience sharing on ethical and legal issues in dementia care. Control Group: Maintained routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour program was provided to this group after T2 data collection ended.
- Masking
- None (open label)
- Enrolment
- 150 participants (actual)
Sponsor and investigators
- Lead sponsor
- Tunghai University
- Sponsor type
- University, hospital or other
- Collaborators
- Kaohsiung Medical University
- Responsible party
- Principal investigator, Yi-Ling Tseng, Tunghai University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07679230
- Sponsor's protocol ID
- KMUHIRB-E(I)-20250272
- Other IDs
- NSTC 114-2515-S-037-001
- Status last verified
- Jun 2026
- First submitted
- 25 Jun 2026
- Last updated
- 1 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 1 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Digital Learning Technology in Dementia Education Programs on Dementia Care Knowledge, Attitudes, and Interprofessional Collaboration Among Long-term Care Professionals
- ClinicalTrials.gov ID
- NCT07679230
- Acronym / sponsor ID
- KMUHIRB-E(I)-20250272
- Conditions
- Long-Term Care Professionals, Dementia Knowledge and Attitudes, Interprofessional Collaboration, Dementia Education Program
- Keywords
- Long-Term Care Professionals, Dementia, Digital Learning Technology, Interprofessional Collaboration
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 150 participants (actual)
- Lead sponsor
- Tunghai UniversityUniversity, hospital or other
- Collaborators
- Kaohsiung Medical University
- Study start
- 25 Aug 2025 (actual)
- Primary completion
- 8 Jun 2026 (actual)
- Study completion
- 8 Jun 2026 (actual)
- First posted
- 1 Jul 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Dementia, including cognitive decline and behavioral and psychiatric symptoms of dementia (BPSD), presents a significant challenge to long-term care systems and family caregivers. While various digital educational resources are available, long-term care professionals often face challenges in practical care skills, communication, and emotional coping when managing individuals with moderate to severe dementia. To address these needs, a dementia education program integrating digital learning technologies was proposed to offer a meaningful, collaborative learning experience.
The purpose of this study was to evaluate the effects of this immersive learning dementia education program on long-term care professionals' dementia care knowledge, attitudes, and interprofessional collaboration competence (as the primary outcome variables).
This study utilized a quasi-experimental, waitlist control group pre- and post-test design. This study utilized a quasi-experimental, waitlist control group pre- and post-test design. Long-term care professionals were recruited from 12 community-based long-term care institutions in Taiwan. Participants were assigned to either the intervention group or the waitlist control group based on the order of enrollment.
The intervention group participated in an 8-hour, 4-unit immersive training program held during non-working hours. The curriculum included: an advanced dementia care lecture and case discussions; Virtual Reality (VR) dementia symptom simulation (using HTC VIVE Flow headsets) followed by reflective debrief; Augmented Reality (AR) interactive skill training (using the MAKAR Viewer mobile app); and experience sharing on ethical and legal issues in dementia care.
The waitlist control group maintained their routine continuing education during the study period and received the identical 8-hour training program after the follow-up assessments were completed.
All participants completed standardized questionnaires at three time points: at baseline (pre-test), immediately following the intervention (post-test), and at a 3-month follow-up. The outcomes measured included dementia care knowledge, dementia care attitudes, and interprofessional collaboration levels.
Study design
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- This study used a non-randomized, waitlist-controlled design with repeated measures to evaluate an 8-hour digital learning dementia care education program. Participants were assigned to the intervention or control group based on enrollment time and institutional availability. Assessment occurred at baseline (T0), post-intervention (T1), and 3-month follow-up (T2). Intervention Group: Received the 8-hour program across 4 modules: (1) advanced dementia lectures \& case discussions; (2) immersive VR symptom experiences via HTC VIVE Flow headsets \& reflective brief; (3) AR interactive care skill training via mobile apps \& role-playing; and (4) experience sharing on ethical and legal issues in dementia care. Control Group: Maintained routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour program was provided to this group after T2 data collection ended.
| Arm | Type | Receives |
|---|---|---|
| Intervention Group | Experimental | Behavioral: Dementia care education programParticipants received the 8-hour dementia care education program consisting of four sequential modules: (1) advanced dementia care lectures and case discussions, (2) immersive virtual reality (VR) symptom experiences using HTC VIVE Flow headsets followed by reflective group discussions, (3) augmented reality (AR) interactive care skill training via mobile applications combined, and (4) sharing experiences of ethical and legal issues in dementia care. |
| Control Group | Active comparator | Behavioral: Routine educationMaintained routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour program was provided to this group after T2 data collection ends. |
Who may qualify
- Ages
- 18 to 64 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Dementia care education programan 8-hour digital learning dementia care education program | Behavioural | Intervention Group |
| Routine educationMaintaind routine education and completed parallel tests at T0, T1, and T2. The identical 8-hour digital learning dementia care program was provided to this group after T2 data collection ends. | Behavioural | Control Group |
Primary outcome
Interprofessional collaboration level
Time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
Measured using the Collaboration subscale of the Chinese Version of the Assessment of Interprofessional Team Collaboration Scale (AITCS-C), this subscale assessed the extent to which long-term care professionals perceived themselves as team members who listened to and valued all members' perspectives, actively contributed professional insights, and engaged in shared decision-making. It consisted of 8 items rated on a 5-point Likert scale (ranging from 1 = Never to 5 = Always), and the total subscale score ranged from 8 to 40, with higher scores indicating a higher perceived level of interprofessional collaboration within the care team. Subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.
Knowledge of dementia care
Time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
Measured using the Taiwan Shortened Version of the Dementia Knowledge Assessment Scale (DKAS-s), this scale evaluated long-term care professionals' knowledge level across four distinct dimensions: (1) causes and characteristics of dementia, (2) communication and engagement, (3) dementia care needs, and (4) risk assessment and health promotion. The scale consisted of 16 items utilizing a partial credit scoring method, where each correct answer yielded 1 point, and incorrect or "don't know" responses yielded 0 points. The total score ranged from 0 to 16, with higher total scores indicating a higher level of understanding and knowledge of dementia care, and subgroup interactions based on occupational categories (healthcare professionals vs. care assistants) were evaluated.
Attitude toward dementia
Time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.
Measured using the Dementia Attitude Scale - Chinese Version (DAS-C), this scale evaluated long-term care personnel's attitudes toward individuals with dementia across two primary dimensions: (1) Social Comfort, which encompassed affective and behavioral components, and (2) Dementia Knowledge, which covered the cognitive component. The scale consisted of 17 items scored on a 5-point Likert scale (ranging from 1 = Strongly Disagree to 5 = Strongly Agree). The total score ranged from 17 to 85, with higher total scores indicating a more positive and favorable caregiving attitude toward people living with dementia. Subgroup interactions based on professional categories (healthcare professionals vs. care assistants) were evaluated.
3 secondary outcomes
Interprofessional collaboration level changes by occupational category
Time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
Dementia care knowledge changes by occupational category
Time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
Dementia care attitude changes by occupational category
Time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 1 Jul 2026.
- Individual participant dataSharing planned: No
Related trials for Long-Term Care Professionals
Not yet recruiting
Intervention to Increase Physical Activity and Wellbeing Among Staff and Residents in Assisted Living Facilities
Worksite Health Promotion, Lifestyle Risk Reduction
Not yet recruiting
Evaluating Practices That Foster Care Partnerships and Wellbeing Among Informal Carers and Long-term Care Workers
Mental Wellbeing
Recruiting
The Benefits of Individualized Follow-up With a Sport-Health Professional in the Care of Patients With Chronic Respiratory Diseases
Chronic Respiratory Disease
Active, not recruiting
"Community-based, eHealth Supported Management of Cardiovascular Risk Factors by Lay Village Health Workers (ComBaCaL aHT TwiC 1 & ComBaCaL aHT TwiC 2)
Arterial Hypertension
Not yet recruitingObservational study
Emotional Care Competency Scale for Dementia: Development and Correlations With Knowledge, Attitudes, and Confidence
Dementia Patients Care, Emotional
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Dementia care education program and Routine education in people with Long-Term Care Professionals and Dementia Knowledge and Attitudes, run by Tunghai University at 1 site in Taiwan.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 1 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Taiwan. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Interprofessional collaboration level (time frame: Baseline (pre-test), immediately post-intervention, and at a 3-month follow-up post-intervention.). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 1 Jul 2026.