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Make a Table of Evidence from the annotated bibliography below Williams, M., & Daley, S. (2021). Innovation in dementia education within undergraduate healthcare programmes: A scoping review. Nurse Education Today, 98, 104742. This article explores innovative educational strategies within undergraduate healthcare programs to improve dementia care. It highlights evidence-based practices and emerging trends that address gaps in traditional training methods. I chose this article because it provides a comprehensive overview of innovative approaches, which can help inform the manuscript by identifying effective strategies to integrate into dementia care training. Its emphasis on innovation aligns with the need for evolving education practices in healthcare. Heckman, G. A., Boscart, V. M., Franco, B. B., Hillier, L., Crutchlow, L., Lee, L., … & Stolee, P. (2019). Quality of dementia care in the community: identifying key quality assurance components. Canadian Geriatrics Journal, 19(4), 164. This paper identifies critical components of quality assurance in community dementia care. The study examines the practicalities of implementing consistent, high-quality care standards. I selected this article because it provides a framework for ensuring quality in community settings, which is essential for effective dementia training. It adds depth by focusing on real-world applications of training outcomes. Sagbakken, M., Ingebretsen, R., & Spilker, R. S. (2020). How to adapt caring services to migration-driven diversity? A qualitative study exploring challenges and possible adjustments in the care of people living with dementia. PLOS One, 15(12), e0243803. This qualitative study investigates the challenges and adaptations needed to provide dementia care in culturally diverse settings. I included this article because it addresses the importance of cultural competence in training programs, emphasizing the need for caregivers to understand and respect diverse backgrounds. This adds a critical perspective on inclusivity in dementia care. Vogelsang, L. E. (2023). CaregiVR: Building Self-Efficacy In Dementia Care Through Immersive Education (Doctoral dissertation, University of Saskatchewan). This dissertation examines the use of virtual reality (VR) to build self-efficacy in dementia caregivers. It provides evidence supporting immersive education techniques to improve caregiver confidence and skills. I chose this study because it introduces cutting-edge technology as a training tool, offering insights into innovative methodologies that enhance learning outcomes. Rooney, D. (2019). A study of the importance of establishing a relationship between emotional intelligence and dementia care for the provision of person-centred care by home care workers in the non-for-profit sector (Doctoral dissertation, Dublin, National College of Ireland). This dissertation explores the role of emotional intelligence (EI) in providing person-centered care to individuals with dementia. I selected it because it highlights the intersection of EI and caregiving, emphasizing how EI training can improve care quality. This perspective is invaluable for understanding the interpersonal skills needed in dementia care training. Valverde, A. M. H., Lopes, H., Pavão, J. F., Barros, R., Meira, B., & Albuquerque, M. (2023). Sustainable Improvements in Dementia Care for an Expectably Increasing Number of Dementia People: Challenges and Opportunities. Medical Research Archives, 11(10). This article outlines strategies for sustainable improvements in dementia care, focusing on long-term challenges and opportunities. I chose this paper for its forward-looking approach, which aligns with the need for scalable and sustainable training solutions in dementia care. Hepburn, K. W., Tornatore, J., Center, B., & Ostwald, S. W. (2021). Dementia family caregiver training: affecting beliefs about caregiving and caregiver outcomes. Journal of the American Geriatrics Society, 49(4), 450-457. This study evaluates the impact of structured family caregiver training programs on caregiver beliefs and outcomes. I included it because it emphasizes the importance of family-centered training, offering practical insights into how training influences caregiving efficacy and caregiver well-being. Stein-Parbury, J., Chenoweth, L., Jeon, Y. H., Brodaty, H., Haas, M., & Norman, R. (2021). Implementing person-centered care in residential dementia care. Clinical Gerontologist, 35(5), 404-424. This article discusses strategies for implementing person-centered care in residential settings. I selected it for its practical guidance on integrating person-centered approaches into dementia training programs. Its focus on residential care environments complements other studies in the bibliography. Ostwald, S. K., Hepburn, K. W., & Burns, T. (2023). Training family caregivers of patients with dementia: A structured workshop approach. Journal of Gerontological Nursing, 29(1), 37-44. This paper examines the effectiveness of structured workshops for training family caregivers. I chose this article because it provides actionable insights into workshop design and delivery, which are essential for creating impactful training modules. Koeuth, S. (2023). Barriers and facilitators of completing training and implementing dementia care programs from healthcare professionals’ and administrators’ perspectives (Doctoral dissertation, Drexel University). This dissertation explores the barriers and facilitators healthcare professionals face when completing dementia care training. I included it because it provides a nuanced understanding of the challenges in training implementation, offering practical solutions for overcoming these obstacles. Garbrah, W., Välimäki, T., Palovaara, M., & Kankkunen, P. (2020). Nursing curriculums may hinder a career in gerontological nursing: An integrative review. International Journal of Older People Nursing, 12(3), e12152. This integrative review highlights gaps in nursing curriculums that hinder specialization in gerontological nursing. I selected it for its critical evaluation of educational content, which underscores the need for curriculum reform in dementia care training. Sung, H. C., Su, H. F., Lee, W. L., Yamakawa, M., & Wang, H. M. (2022). Effects of a dementia virtual reality-based training with peer support for home care workers: A cluster randomized controlled trial. International Journal of Geriatric Psychiatry, 37(9). This article evaluates the effectiveness of VR-based training combined with peer support for home care workers. I included it because it demonstrates how technology and social support can enhance training outcomes, adding a modern dimension to dementia education. Min, K. C., Kim, E. H., Woo, H. S., & Song, C. S. (2023). Effectiveness of an Online Dementia Prevention Program on Cognitive Function and Depression in Community-Dwelling Older Adults during the COVID-19 Pandemic in Korea. Healthcare, 11(10), 1376. This study assesses an online dementia prevention program’s impact on cognitive function and depression. I chose it for its relevance to remote training methods, which are increasingly important in the context of global challenges like the pandemic. Schürmann, J., & Trachsel, M. (2023). Ethical issues of primary and secondary dementia prevention: A narrative literature review. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry. This article discusses ethical considerations in dementia prevention strategies. I included it to address the ethical dimensions of dementia training, providing a balanced perspective on training development and implementation. James, I., Marshall, J., & Thwaites, S. (2019). Improving communication skills in dementia care: Utilizing the British Psychological Society’s stepped-care model for treatment of behaviour that challenges. Psychology of Older People: The FPOP Bulletin, 137, 36-41. This study examines a stepped-care model to improve communication skills in dementia care. I selected it for its practical focus on enhancing caregiver-patient interactions, which is a core component of effective training. Perales-Puchalt, J., Townley, R., Niedens, M., Vidoni, E. D., Greiner, K. A., Zufer, T., … & Burns, J. M. (2022). Acceptability and preliminary effectiveness of a remote dementia educational training among primary care providers and health navigators. Journal of Alzheimer’s Disease, 89(4), 1375-1384. This paper evaluates a remote training program’s effectiveness for primary care providers and health navigators. I included it for its insights into remote training’s potential to enhance care quality, especially in underserved areas. Li, X., Guo, R., Wei, Z., Jia, J., & Wei, C. (2019). Effectiveness of exercise programs on patients with dementia: A systematic review and meta-analysis of randomized controlled trials. BioMed Research International, 2019(1), 2308475. This systematic review assesses the impact of exercise programs on dementia patients. I selected it for its emphasis on holistic care approaches, which can complement training programs by integrating physical activity as a therapeutic tool. Astell, A. J., Bouranis, N., Hoey, J., Lindauer, A., Mihailidis, A., Nugent, C., & Robillard, J. M. (2019). Technology and dementia: The future is now. Dementia and Geriatric Cognitive Disorders, 47(3), 131-139. This article explores the role of technology in advancing dementia care. I included it because it provides a forward-looking perspective on how emerging technologies can transform training programs and caregiving practices. Surr, C. A., Gates, C., Irving, D., Oyebode, J., Smith, S. J., Parveen, S., … & Dennison, A. (2017). Effective dementia education and training for the health and social care workforce: A systematic review of the literature. Review of Educational Research, 87(5), 966-1002. This systematic review identifies the most effective educational strategies for dementia care. I selected it for its comprehensive analysis, which offers a solid evidence base for designing impactful training programs. Lee, K. H., Lee, J. Y., Boltz, M., & McConnell, E. S. (2019). Emotional expression of persons with dementia: An integrative review with implications for evidence-based practice. Worldviews on Evidence-Based Nursing, 16(5), 344-351. This integrative review explores emotional expression in dementia patients and its implications for practice. I chose it for its focus on understanding patient needs, which is critical for tailoring training programs to promote person-centered care. Annotated bibliography/reference list:

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