Digital Dementia Education and Training for Informal Carers: A Scoping Review.

INTRODUCTION

Dementia education is critical for equipping informal carers with the necessary skills and knowledge to provide effective care. However, delivering comprehensive and accessible education remains challenging, particularly in resource-limited settings. Digital tools have emerged as innovative solutions to bridge these gaps, yet limited attention has been given to how such interventions are implemented in diverse caregiving contexts.

AIM

This scoping review aims to identify, synthesise and critically map the implementation strategies employed in digital education programmes designed for informal carers of people living with dementia. It also explores the contextual challenges and enabling factors associated with adopting and delivering such interventions across different care settings.

METHOD

A scoping review was conducted following the PRISMA-ScR and JBI guidelines. The study adheres to the PRISMA-ScR checklist to ensure transparent and comprehensive reporting. Comprehensive searches were performed in eleven databases, covering studies published up to February 2024. Out of 2747 identified records, duplicates were removed and studies were screened based on predefined inclusion criteria. Ultimately, 18 studies were included in the review.

RESULTS

The findings revealed three core areas: (a) types of digital tools used, including online platforms, video conferencing, mobile applications and SMS services; (b) educational domains addressed, such as knowledge and skills, psychological support, communication and social interaction, and environmental and technological adaptation; and (c) implementation strategies and outcomes, highlighting personalisation, cultural sensitivity and technological adaptability, which improved knowledge, emotional well-being and carer self-efficacy. Based on these findings, a theoretical framework was developed that proposed a progressive model-Foundational, Competency and Growth-that aligns digital tools with carers' evolving needs and caregiving stages.

CONCLUSION

The scoping review demonstrates the potential of digital tools in informal carers' dementia education. To optimise their effectiveness, educational strategies should integrate active, adaptive and culturally tailored approaches, addressing carers' needs at both individual and systemic levels. Future research should explore the scalability, inclusivity and long-term impact of digital dementia education programmes to enhance carer support and patient outcomes.