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Introduction Although it is possible to live well with dementia and many individuals with dementia lead active lives with the help of family, friends, and communities, the general impression of dementia is frequently negative. Dementia is a global health issue. Despite this, little research has been done on the effects of innovative dementia education strategies among undergraduate nursing students. The aim of this study was therefore to assess if this serious digital game, originally intended for the public, could increase knowledge about dementia in first-year nursing students. Methods The intervention was a digital serious game called “The Dementia Game”, which was available to students throughout February 2021, to a convenience sample of first-year undergraduate nursing students (n = 560) completing a BSc Honours Nursing Degree programme in one university in Northern Ireland. The game was evaluated using a pretest-posttest design. The questionnaire comprised of a 30- item true- false Alzheimer’s Disease Knowledge Scale (ADKS), which covers risk factors, assessment and diagnosis, symptoms, course, life impact, caregiving and treatment and management. Data were analysed using paired t-tests and descriptive statistics. Results Overall dementia knowledge increased significantly after playing the game. Pre-test to post-test increases were observed across a range of seven categories of dementia knowledge (life impact, risk factors, symptoms, treatment, assessment, caregiving and trajectory), with particularly large increases in knowledge of trajectory and risk factors, as shown using paired t-tests. All pre-test to post-test comparisons were significant at the p < 0.001 level. Conclusions A short serious digital game on dementia improved first-year student’s knowledge about dementia. Undergraduate students also expressed that this approach to dementia education was effective in improving their knowledge about the disease.

Background Dementia is a prevalent global health issue, necessitating comprehensive education for healthcare practitioners and students. Nursing and pharmacy students, provide support across healthcare settings often working as frontline caregivers. Therefore, it is imperative to equip these students with a profound understanding of dementia. The aim of this study was to evaluate whether a serious dementia game co-designed with stakeholders, students, and people living with dementia improved the attitudes of nursing and pharmacy students. Methods A pretest-posttest design was used to assess the attitudes of health professions students (nursing and pharmacy) towards dementia. The Approaches to Dementia Questionnaire (ADQ) was administered before and after playing a serious Dementia Game. The ADQ measured the total score, Hope subscale, and Recognition of Personhood subscale. Matched pairs t-test was used for analysis conducted with IBM SPSS statistics 27. Results A diverse cohort of 505 participants from one university in Northern Ireland participated, with 461 matched pairs used for analysis. Both nursing and pharmacy students demonstrated a significant increase in overall dementia attitudes post-gameplay, with nursing students showing an increase from 79.69 to 83.59 and pharmacy students from 75.55 to 79.86. Subscales for Hope (Nursing = 28.77 to 31.22, Pharmacy = 26.65 to 29.20). and Recognition of Personhood also exhibited significant improvement (Nursing = 50.93 to 52.38, Pharmacy = 48.89 to 50.67). Demographic data revealed predominantly female participants, a lack of personal connections to dementia, and varied training experiences. Discussion The study highlights the efficacy of the serious Dementia Game in enhancing attitudes to dementia amongst health professions students, indicating its potential as an educational tool. The study contributes to the growing body of evidence supporting serious games and gamification in healthcare education.

Orthopaedic and Trauma Nursing provides practitioners working in orthopaedic and musculoskeletal trauma settings with the essential evidence, guidance and knowledge required to underpin effective practice. This comprehensive and contemporary textbook explores the variety of adult and paediatric clinical settings where orthopaedic and trauma practitioners work, including acute wards, clinics, community hospitals, nursing homes and patients' homes. Divided into 5 sections, this book looks at: key issues in orthopaedic and musculoskeletal trauma care; specialist practice issues; common orthopaedic conditions and their care and management; musculoskeletal trauma care; and care of children and young people. Suitable for students at degree level as well as those clinicians practicing in more advanced orthopaedic and trauma care roles, Orthopaedic and Trauma Nursing is a foremost authority on orthopaedic and musculoskeletal practice for both students and practitioners. Orthopaedic and Trauma Nursing: * Is strongly supported by the latest evidence, with chapters summarizing evidence, with reference to relevant and seminal research * Offers practical guidance based on the relevant evidence * Focuses on the perspective of the patient with patient narrative and case studies throughout * Includes a section specifically dealing with children and young people

Care Planning in Children and Young People's Nursing addresses a selection of the most common concerns that arise when planning care for infants, children and young people within the hospital and community setting. Clear and detailed, this text reflects both the uniqueness and diversity of contemporary children's nursing and utilizes images and case studies to provide a holistic insight into the practice of care planning through the reporting of best available evidence and current research, policy and education. Divided into sections for ease of reference, Care Planning in Children and Young People's Nursing explores both the theory and practice of care planning. Chapters on the principles of care planning include issues such as managing risk, safeguarding children, ethical and legal implications, integrated care pathways, interprofessional assessment, and invaluable parent perspectives. Additional chapters on the application of planning care examine the practical aspects of a wide range of specific conditions including cystic fibrosis, obesity, cardiac/renal failure and HIV/AIDS. Each chapter is interactive, with questions, learning activities and points for discussion creating an engaging and enquiry-based learning approach. Care Planning in Children and Young People's Nursing is a definitive resource, reflecting innovative practice which is suitable for undergraduate and postgraduate nurse education.

Dementia has physical, psychological, social and economic impacts, not only for people living with dementia, but also for their carers, families and wider society. Due to the growing number of people living with dementia, children are increasingly likely to encounter family members living with dementia. The aim of this project was to pilot an educational game which was co-designed with children and people living with dementia with the intention of improving children's understanding and perception of dementia. An acceptability study of the Kids Dementia Game was conducted in three classes in three schools in Northern Ireland. This study investigated acceptability of the game and the feasibility of online data collection using a pre-post test methodology to explore how best to collect evaluation data if the game was to be delivered on a larger scale. Evaluation of the game with children showed a positive level of acceptability of the game. Children found the game engaging, easy to navigate and fun to play. Feasibility of the data collection method was found to be a barrier to the pre-post test evaluation of the game. These findings suggest that the game shows evidence of promise for improving public perception and understanding of dementia using an early intervention approach with children.

Background Dementia prevalence is projected to treble worldwide by 2040 highlighting the critical need for effective primary dementia prevention strategies. Initiatives to shape health behaviours/beliefs in childhood increase likelihood of engagement in healthy lifestyle behaviours during adulthood however some subgroups of children are more vulnerable to poor brain health during ageing. Therefore, children must have opportunities to learn about how they can engage in behaviours to improve cardiovascular and psychological health that will protect their brain as they age, contributing to dementia risk reduction (DRR) in later life. Serious digital games (SDG) are fun, interactive and engaging, having been used successfully for education and behaviour change. No SDGs to promote brain health/DRR for children currently exist. Method A SDG, ‘my Superbrain’ was codesigned with primary school children in Northern Ireland. The aims of this study were: to examine changes in understanding brain health/DRR via pre/post‐test evaluation of the SDG among children aged 8‐11 years old and determine the acceptability and feasibility of a novel SDG for DRR in children. Children completed the Kids Brain Health Questionnaire pre/post playing the Game with a modified System Usability Scale (SUS). All data analyses were conducted in SPSS version 29 following matching of pre/post data. Due to non‐normally distributed data, the non‐parametric Wilcoxon signed‐rank test was used to examine the change from pre‐test to post‐test scores on the Kids Brain Health Questionnaire. Result The SDG was evaluated with 46 participants. Most participants reported not having a family member/close friend living with dementia (71.7%). A Wilcoxon signed‐rank test showed a statistically significant median increase (Mdn = 1.00) in Kids Brain Health Questionnaire scores from pre‐test levels (Mdn = 52.00) to post‐test levels (Mdn = 53.0), z = 2.90, p = .004. A mean score of 36.15 out of a possible 50 was found for the SUS. Conclusion The findings demonstrate ‘evidence of promise’ for early intervention stage testing with a small but statistically significant increase in knowledge for children after using the SDG, ‘my Superbrain’. Participants also found the game acceptable, suggesting further work is warranted to test the SDG on a larger sample of children.

Purpose of thesis: To 'explore the child's experience of staying in hospital from the perspectives of children and children's nurses using child - centred methodology'. Rationale for this research Children living in the United Kingdom (UK) are a significant group within the population whose needs differ to those of adults. As children continue to have health related issues they require robust empirical evidence to underpin their healthcare which values the child as a rights holder. This study seeks the less sought voice of the younger child along with that of the children's nurse who provides the majority of care to the hospitalised child. Both groups are ideally placed to advise on the child's experience of hospital and to inform those who design and provide health care services and children's nursing education within Northern Ireland (NI) and wider UK. Based on a narrative literature review, it would seem that no similar study has thus far been undertaken in NI. Key research questions: There were three research questions. Firstly, to seek the views and feelings of children who had an overnight stay in one of four wards when cared for by a Registered Children's Nurse. Secondly to explore the views and experiences of Registered Children's Nurses on providing nursing care to children who stay overnight in hospital. Thirdly to identify any 'differences' and 'similarities' in the way the child's hospital stay are perceived by the child and the Registered Children's Nurse. Methods employed: A child research advisory group (CRAG) of five primary school children from year six and seven assists/guides all stages of the research process in relation to child participants. A broad qualitative approach is adopted using semi structured interview so gather data. Participants include hospitalised children (n= 18) aged six to 12 years old and Registered Children's Nurses (n=8) who care for children in one (or more) of four wards within Ni's regional children's hospital. A computer programme with a choice of two cartoon characters is co-developed to ask the child research questions. Braun and Clarke's (2006) framework of thematic analysis is adopted by this study. Key findings/conclusions: In conclusion, the development and work of the CRAG and use of 'tensions' to more effectively present the complexity of the findings are unique to this study. Tensions are used in this study to represent the relationship between variables where the different elements in the relationship are held in tension, such that a change in one impacts upon the other. For example, tensions in data collected from children are between the 'child as a person in hospital and 'the role of people' and 'the things children consider important'. Tensions derived from children's nurse data are between 'the role of the children's nurse and the impact on their health and well-being', 'job pressures and the ability to care for the child in hospital and 'the hospital environment and the ability to care for the child when in hospital'. Similarities between the two data sets include the environment, lack of time to care, effects of nurse led interventions and valued role of play. Differences are largely around the role of the parent.

This article aims to identify and critically review three pain assessment tools that have been recommended for use by the Royal College of Nursing (2009) in clinical practice for the child with severe learning disabilities. The tools are assessed and their application specifically to orthopaedic practice is discussed with a view to providing adequate pain relief for this group of children.

This article aims to identify and critically review three pain assessment tools that have been recommended for use by the Royal College of Nursing (2009) in clinical practice for the child with severe learning disabilities. The tools are assessed and their application specifically to orthopaedic practice is discussed with a view to providing adequate pain relief for this group of children.