ABSTRACT
Background The purpose of this two-part descriptive study was to evaluate an online training course designed to introduce direct care workers to the Tovertafel, a multi-sensory technology device, and provide information about how to facilitate interactive game sessions with older adults who have dementia. While direct care staff are often an integral part of multi-sensory interventions, a review of previous studies indicates that staff training is often under-reported in the literature. Ensuring that direct care workers are comfortable with new practices or technology is crucial to their success, as they are usually the staff who implement new programs. Research suggests that staff members who have been trained using consistent methods are more likely to understand the intended activities and results, which increases the success of the program.Methods In Part One of the study an interactive online training course was created using constructs of the New World Kirkpatrick Model (NWKM). A convenience sampling of undergraduate students enrolled in academic programs offered by the College of Health and Human Services at a midwestern university were invited to participate in the training and complete an online survey. Additionally, students enrolled in three recreation therapy courses at the same university were assigned to complete the activities. Following course completion, an online survey obtained ratings of engagement (i.e., aesthetics, ease of use, novelty, and involvement), relevance, and knowledge/skills gained from the training. In Part Two of the study, undergraduate recreation therapy students were invited to practice using the Tovertafel games and provide input on their experiences. A survey was created using constructs of Social Cognitive Theory to measure perceptions of behavioral capability, self-efficacy, expected outcomes and reinforcing attitudes.Results In Part One, 72 undergraduate students participated in the online training course and subsequent survey. The majority were white (83.3%), non-Hispanic (81.9%) females (88.9%). Most participants agreed or strongly agreed (median=4) with positive statements related to engagement with the course. Statements about relevance to their intended career were rated even higher (median=5). Wilcoxon signed-rank tests for matched pairs revealed statistically significant improvements on self-reported pre-post knowledge/skills scores (p<0.005). Responses to open-ended questions suggested improvements to the design (e.g., color choice) and content (e.g., expanded topics and resources). Eight undergraduate recreation therapy students participated in Part Two of the study;all were White non-Hispanic with a mean age of 20.4 years. Participants indicated that they possessed the skills and confidence necessary to use the Tovertafel to lead a group activity among older adults with dementia. Additionally, they expressed positive attitudes about the games and their use by recreation therapy professionals and confirmed that the activities were enjoyable. Participants were likely to use the Tovertafel in the execution of patient care and recommend the activity to other recreation therapists.Discussion The analysis of data collected during Parts One and Two of the study indicate that the online training succeeded in achieving the stated goals. A review of the findings suggests an innovative approach to training evaluation that combines the use of NWKM with SCT constructs. When COVID-19 restrictions are lifted, an investigation is planned to learn whether the Tovertafel reduces problem behaviors such as aggression, agitation, and apathy among long-term care residents with dementia and as a result, improve the well-being for residents and direct care staff. (PsycInfo Database Record (c) 2022 APA, all rights reserved)