Mrs Samita Kirve

Purpose

Female adults diagnosed with myalgia encephalomyelitis (ME) and chronic fatigue syndrome (CFS) often are marginalised because their condition is not fully recognised by medical and health-care systems. The purpose of this small-scale study was to explore the lived experiences of adult females with ME/CFS in England in relation to contributing factors that impact their occupational participation.

Design/methodology/approach

A qualitative study design using semi-structured interviews was used with nine female adult participants who were selected using a purposive sampling method. A Thematic Networks tool was used to analyse data.

Findings

Four organising themes were identified: impairment-, person-, environment- and society-related factors. Two global themes, invisibility and diagnosis stigma, were identified as the overarching issues that female adults with ME/CFS face in occupational participation.

Originality/value

Many of the issues that contribute to lack of participation by this population are associated with environmental factors which are secondary to their illness.

Why you should read this article:

• To be aware of the importance of dementia education in informing the provision of high-quality care
  
• To recognise the strengths and gaps in nursing students’ knowledge of Alzheimer’s disease
  
• To consider ways in which dementia education could be improved for future cohorts

Background As the number of people with a diagnosis of dementia continues to increase, it is essential that nurses have the skills required to provide high-quality care. However, there may be gaps in dementia teaching in undergraduate nurse education programmes in the UK.

Aim To assess knowledge of Alzheimer’s disease among one cohort of third-year nursing students to improve the education content of the dementia module at an English university.

Method A total of 35 participants completed the Alzheimer’s Disease Knowledge Scale, a validated tool that measures knowledge about risk factors, assessment and diagnosis, symptoms, course (disease progression), life impact, caregiving, and treatment and management. Data were analysed using quantitative methods.

Results Participating students appeared to have greater knowledge about dementia in relation to treatment and management, life impact, caregiving, and assessment and diagnosis, and less knowledge about risk factors, course and symptoms. This may be because the focus of teaching is on caregiving and medical treatment.

Conclusion This study identified strengths and gaps in nursing students’ knowledge of Alzheimer’s disease. The results have informed recommendations for ways to improve the education content of the dementia module for future cohorts and to enhance dementia education in nursing, health and social care undergraduate programmes in general.