The barriers and facilitators to implementing dementia education and training in health and social care services: A mixed-methods study
Open accessAbstract
BACKGROUND: The health and social care workforce requires access to appropriate education and training to provide quality care for people with dementia. Success of a training programme depends on staff ability to put their learning into practice through behaviour change. This study aimed to investigate the barriers and facilitators to implementation of dementia education and training in health and social care services using the Theoretical Domains Framework (TDF) and COM-B model of behaviour change. METHODS: A mixed-methods design. Participants were dementia training leads, training facilitators, managers and staff who had attended training who worked in UK care homes, acute hospitals, mental health services and primary care settings. Methods were an online audit of care and training providers, online survey of trained staff and individual/group interviews with organisational training leads, training facilitators, staff who had attended dementia training and managers. Data were analysed using descriptive statistics and thematic template analysis. RESULTS: Barriers and facilitators were analysed according the COM-B domains. "Capability" factors were not perceived as a significant barrier to training implementation. Factors which supported staff capability included the use of interactive face-to-face training, and training that was relevant to their role. Factors that increased staff "motivation" included skilled facilitation of training, trainees' desire to learn and the provision of incentives (e.g. attendance during paid working hours, badges/certifications). "Opportunity" factors were most prevalent with lack of resources (time, financial, staffing and environmental) being the biggest perceived barrier to training implementation. The presence or not of external support from families and internal factors such as the organisational culture and its supportiveness of good dementia care and training implementation were also influential. CONCLUSIONS: A wide range of factors may present as barriers to or facilitators of dementia training implementation and behaviour change for staff. These should be considered by health and social care providers in the context of dementia training design and delivery in order to maximise potential for implementation.
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There is an ongoing lack of dementia-specific training among health and social care professionals, despite the availability of evidence-based frameworks to improve care competencies.
“Compounding these challenges is the ongoing lack of dementia-specific training among health and social care professionals, despite the availability of evidence-based frameworks to improve care competencies (Gkioka et al., 2020; Surr et al., 2020).”
From Mind the gap: a systematic review of barriers, facilitators, and experiences of care transitions for people living with dementia and their informal caregivers. (2026) · cites this paper as Surr et al., 2020
The Discussion reports that resource constraints make it difficult to prioritise dementia-training attendance and put learning into practice. The Background describes established training interventions and behaviour-change frameworks, but the study does not establish an ongoing lack of dementia-specific training across health and social care professionals; its Methods include staff who had attended training. Nor does it establish that the frameworks improve care competencies. (LLM, conf=0.83)
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- Authors
- Surr, C. A., Parveen, S., Smith, S. J., Drury, M., Sass, C., Burden, S., & Oyebode, J.
- Affiliations
- Leeds Beckett University (GB)
- University of Bradford (GB)
- Corresponding author
- Surr, Claire A.
- Venue
- BMC Health Services Research
- Published
- 2020-06-05
- Volume
- 20
- Issue
- 1
- Pages
- 512-512
- ISSN
- 1472-6963 (ISSN-L)
- PMC
- PMC7275489
- OpenAlex
- W3032940723
- Cited by
- 70
- References
- 46
- Citations by year
- 2026: 12 · 2025: 18 · 2024: 8 · 2023: 7 · 2022: 14 · 2021: 9 · 2020: 2
- FWCI
- 8.35
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Health Services Research (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Leeds Beckett Repository (Leeds Beckett University) (acceptedVersion)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Public Health Research Programme (PR-R10-0514-12006)
- Topics
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health Sciences Research and Education
- Keywords
- dementia education, dementia care training, implementation barriers and facilitators, health and social care workforce, behavior change, COM-B model, Theoretical Domains Framework, employee motivation, training materials, organizational culture, care homes, dementia care
- MeSH terms
- Dementia, United Kingdom, Health Personnel, Health Services Research, Humans, Inservice Training, Surveys and Questionnaires, Social Work, Qualitative Research
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