A dementia education programme for pre-registration nurses: a protocol for process and outcomes evaluation

Background: Dementia’s increasing prevalence, particularly among the ageing population, highlights the urgent need for specialised care. Nurses play a critical role, but often lack sufficient training, leading to low confidence in dementia care. The Dementia Education Programme (DEP) was launched to address this, offering a multi-level curriculum for student nurses. Aims: This paper presents a protocol for evaluating the DEP for nursing students. This study aims to assess the programme’s impact on students’ knowledge, attitudes and confidence while exploring the mechanisms influencing the programme’s implementation and effectiveness. Methods: The protocol employs a dual-fold evaluation, incorporating outcomes and process evaluation. The study uses a mixed-methods strategy, specifically a sequential explanatory design. Quantitative data are gathered longitudinally at four time points using validated instruments to assess knowledge, attitudes and confidence. Based on the results of the quantitative analysis, qualitative data is then collected through interviews and detailed field notes. Results: The DEP is described in detail, emphasising essential elements and underpinning theories. The protocol addresses ethical considerations as well as possible strengths and weaknesses of the study. Conclusions: By combining quantitative and qualitative methods, the research aims to provide a comprehensive evaluation, informing future educational practices and policy development in dementia care.