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Digital Dementia Education and Training for Informal Carers: A Scoping Review
Huang Di, Dongjun Wu, Wendy Moyle. Journal of Clinical Nursing, 2025-05-28
Topic: Risk, prevention and care in population studies
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. 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.
Cite this study APA, Vancouver, BibTeX · download .bib or .ris
APA 7th
Di, H., Wu, D., & Moyle, W. (2025). Digital Dementia Education and Training for Informal Carers: A Scoping Review. Journal of Clinical Nursing. https://doi.org/10.1111/jocn.17817
Vancouver
Di H, Wu D, Moyle W. Digital Dementia Education and Training for Informal Carers: A Scoping Review. Journal of Clinical Nursing. 2025. doi:10.1111/jocn.17817. PMID: 40437736.
BibTeX
@article{di2025-40437736,
author = {Di, Huang and Wu, Dongjun and Moyle, Wendy},
title = {{Digital Dementia Education and Training for Informal Carers: A Scoping Review}},
journal = {Journal of Clinical Nursing},
year = {2025},
doi = {10.1111/jocn.17817},
pmid = {40437736},
url = {https://doi.org/10.1111/jocn.17817}
}
Built from the record alzhub holds for this paper, not looked up. Volume, issue and page numbers are not held in the record. Check the citation against the original before you use it.
Key findings
- 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.
- 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.
Why it matters
This scoping review found that digital tools such as online platforms, video conferencing, apps, and SMS can improve knowledge, emotional well-being, and self-efficacy for informal dementia carers, and it proposes a progressive framework for their use. It concerns carer education and support, not treating, curing, or preventing Alzheimer's disease.
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Study details
- Evidence strengthLow
How this study scored 39/100
Published in a peer-reviewed journal. Scored zero for study design, sample size, effect reported, studied in people and randomised / blinded because the record does not state it.
| Component | Points | Why |
|---|---|---|
| Journal tier | 7 / 10 | Tier 3 — peer-reviewed journal (Journal of Clinical Nursing) |
| Journal's citation record | 2 / 4 | Journal of Clinical Nursing: journal h-index 174 (OpenAlex, 2026-10-29) |
| Study design | 0 / 12 | No study design recorded — scores zero, not guessed (not stated in the record — scored 0) |
| Strength of evidence | 1 / 5 | Rated “low” in our summary |
| Peer-review validation | 10 / 10 | Peer-reviewed. Published as an article in a named peer-reviewed journal. |
| How recent | 4 / 5 | 2025 — within 3 year(s) of the newest study here |
| Sample size | 0 / 4 | Participant count not stated — scores zero (not stated in the record — scored 0) |
| Effect reported | 0 / 3 | No effect size reported — scores zero (not stated in the record — scored 0) |
| Studied in people | 0 / 3 | Not stated whether this was studied in people — scores zero (not stated in the record — scored 0) |
| Randomised / blinded | 0 / 2 | No randomisation or blinding stated — scores zero (not stated in the record — scored 0) |
| Times cited | 2 / 7 | Cited 5 times (OpenAlex, 2026-10-10) |
| Citations per year | 1 / 5 | 1.7 citations a year over 3 year(s) since 2025 |
| Impact for its field and year | 3 / 6 | Cited 3.2× the average for papers of its field and year (OpenAlex FWCI) |
| Cited by studies here | 1 / 6 | Cited by 1 other studies in this library |
| Still being cited | 1 / 4 | Cited 5 times in 2024–2026 (2026 still in progress; OpenAlex) |
| Senior author's track record | 3 / 4 | Last-listed author Wendy Moyle: h-index 62 (OpenAlex, whole career) |
| Institution's track record | 0 / 3 | Griffith University: institution h-index 552 (OpenAlex) |
| Multi-centre collaboration | 0 / 3 | OpenAlex lists 1 institution(s) in 1 country — scores zero (affiliation lists can be incomplete) |
| Indexed in PubMed | 2 / 2 | Indexed in PubMed (PMID 40437736) |
| Free to read | 2 / 2 | Free to read |
| Total | 39 / 100 | — |
What each of these 20 components measures, and what this score is not →
Read the original
- DOI: 10.1111/jocn.17817
- PubMed: 40437736
- Original source →
- Free full text: Journal of Clinical Nursing →
Full text: free to read — OpenAlex lists this copy as free to read: the link above (checked 6 Feb 1020).
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