{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1857"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1857","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Perspectives on dementia education: a phenomenological investigation in institutional and community-based settings","abstract":"Introduction: This study explores the factors influencing the knowledge uptake of dementia education among health care workers (HCWs) in institutional and community-based settings. It also examines the current barriers and facilitators within dementia education programs. Methods: An interpretive phenomenological approach using in-depth interviews with a diverse sample HCWs (n=10) from institutional and community-based settings. Braun and Clarke’s (2006) thematic analysis was used to identify the main themes and sub-themes related to HCWs’ experiences with dementia education and working with people with dementia (PWD). Results: Four major themes were identified from the interview data, including learning styles of HCWs; facilitators to dementia education; barriers to dementia education and future recommendations. Conclusion: Findings will guide improvements in the training of HCWs by creating engaging and specialized needs-based dementia education programs to enhance knowledge uptake and application of knowledge in healthcare settings, and ultimately address the diverse needs of PWD.","abstract_html":"Introduction: This study explores the factors influencing the knowledge uptake of dementia education among health care workers (HCWs) in institutional and community-based settings. It also examines the current barriers and facilitators within dementia education programs. Methods: An interpretive phenomenological approach using in-depth interviews with a diverse sample HCWs (n=10) from institutional and community-based settings. Braun and Clarke’s (2006) thematic analysis was used to identify the main themes and sub-themes related to HCWs’ experiences with dementia education and working with people with dementia (PWD). Results: Four major themes were identified from the interview data, including learning styles of HCWs; facilitators to dementia education; barriers to dementia education and future recommendations. Conclusion: Findings will guide improvements in the training of HCWs by creating engaging and specialized needs-based dementia education programs to enhance knowledge uptake and application of knowledge in healthcare settings, and ultimately address the diverse needs of PWD.","abstract_has_math":false,"creators":["Gabel, Glory"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Health Sciences (MHSc)","degree_level":null,"degree_discipline":"Community, Public and Population Health","degree_department":null,"school":null,"contributors":[],"advisors":["Sun, Winnie"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-10-01","date_published":"2024-10-01","updated_at":"2026-07-24T05:35:24Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1857","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sun, Winnie"]},{"key":"dc:creator","label":"Author","values":["Gabel, Glory"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-10-21T20:10:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-10-21T20:10:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-10-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Community, Public and Population Health"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Health Sciences (MHSc)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1857"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Introduction: This study explores the factors influencing the knowledge uptake of dementia education among health care workers (HCWs) in institutional and community-based settings. It also examines the current barriers and facilitators within dementia education programs. Methods: An interpretive phenomenological approach using in-depth interviews with a diverse sample HCWs (n=10) from institutional and community-based settings. Braun and Clarke’s (2006) thematic analysis was used to identify the main themes and sub-themes related to HCWs’ experiences with dementia education and working with people with dementia (PWD). Results: Four major themes were identified from the interview data, including learning styles of HCWs; facilitators to dementia education; barriers to dementia education and future recommendations. Conclusion: Findings will guide improvements in the training of HCWs by creating engaging and specialized needs-based dementia education programs to enhance knowledge uptake and application of knowledge in healthcare settings, and ultimately address the diverse needs of PWD."]},{"key":"dc:title","label":"Title","values":["Perspectives on dementia education: a phenomenological investigation in institutional and community-based settings"]}]}],"canonical_facts":{"dc:contributor.advisor":["Sun, Winnie"],"dc:creator":["Gabel, Glory"],"dc:date.accessioned":["2024-10-21T20:10:37Z"],"dc:date.available":["2024-10-21T20:10:37Z"],"dc:date.issued":["2024-10-01"],"dc:description.abstract":["Introduction: This study explores the factors influencing the knowledge uptake of dementia education among health care workers (HCWs) in institutional and community-based settings. It also examines the current barriers and facilitators within dementia education programs. Methods: An interpretive phenomenological approach using in-depth interviews with a diverse sample HCWs (n=10) from institutional and community-based settings. Braun and Clarke’s (2006) thematic analysis was used to identify the main themes and sub-themes related to HCWs’ experiences with dementia education and working with people with dementia (PWD). Results: Four major themes were identified from the interview data, including learning styles of HCWs; facilitators to dementia education; barriers to dementia education and future recommendations. Conclusion: Findings will guide improvements in the training of HCWs by creating engaging and specialized needs-based dementia education programs to enhance knowledge uptake and application of knowledge in healthcare settings, and ultimately address the diverse needs of PWD."],"dc:identifier.uri":["https://hdl.handle.net/10155/1857"],"dc:language.iso":["en"],"dc:title":["Perspectives on dementia education: a phenomenological investigation in institutional and community-based settings"],"dc:type":["Thesis"],"thesis:degree_discipline":["Community, Public and Population Health"],"thesis:degree_name":["Master of Health Sciences (MHSc)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:24Z"}