Abstract
Background and Objectives
The pandemic of coronavirus disease 2019 (COVID-19) challenged educators to move staff education online and explore innovative ways to motivate learning to support dementia care for patients in geriatric settings. This article presents how the Consolidated Framework for Implementation Research (CFIR) was used to support the adoption of an online dementia education game in Canadian hospitals and long-term care homes (LTC). The dementia education was co-developed with local staff and patient partners to teach practical person-centered care communication techniques.
Research Design and Methods
CFIR guided our strategy development for overcoming barriers to implementation. Research meetings were conducted with practice leaders, frontline healthcare workers, and a patient partner. Our analysis examined four interactive domains: intervention, inner context, outer settings, and individuals involved and implementation process.
Results
Our analysis identified five effective strategies: Easy access, Give extrinsic and intrinsic rewards, Apply implementation science theory, Multiple tools, and Engagement of champion. The CFIR provided a systematic process, a comprehensive understanding of barriers, and possible enabling strategies to implement gamified dementia education. Interdisciplinary staff (n=3,025) in ten hospitals and ten LTC played online games. The evaluation showed positive outcomes in knowledge improvement in person-centered dementia care.
Discussion and Implications
Gamified education in dementia care offers a social experience and a component of fun to promote adoption. In addition, CFIR is useful for engaging stakeholders to conduct project planning and team reflection for implementation. The real-time discussion and adjustment helped overcome challenges and timely meet the needs of multiple organizations.
Keywords: Nursing, Healthcare, Training, e-health, Technology, Implementation science, Gamification