EXPLORING KNOWLEDGE AND ATTITUDES TOWARDS DEMENTIA AMONG STUDENTS AT DARKHAN MEDICAL SCHOOL, MONGOLIA: CROSS-SECTIONAL STUDY
Abstract
Dementia is an escalating global public health challenge, impacting individuals, families, and healthcare systems. Delivering effective nursing care to people with dementia requires both adequate knowledge and compassionate attitudes. However, undergraduate nursing curricula in Mongolia including at the Mongolian National University of Medical Sciences (MNUMS) currently lack dedicated instruction on dementia, potentially limiting students’ preparedness for clinical practice.
Objective: This study aimed to evaluate the level of knowledge and attitudes toward dementia among undergraduate nursing students at the Darkhan-Uul Medical school of MNUMS, and to identify educational gaps that may hinder the development of professional competencies.
Methods: A cross-sectional survey was conducted among 58 nursing students (37 diploma-level, 21 bachelor-level), aged 20–24 years. A validated questionnaire was used to assess dementia-related knowledge and attitudes. Descriptive statistics were calculated, along with Cronbach’s alpha to assess internal consistency, and Spearman’s rank correlation to explore the relationship between knowledge and attitudes.
Results: The mean knowledge score was 16.1 ± 2.29. Students performed best in the domain of disease progression (68.8%) and poorest in caregiving knowledge (39.2%). Only 8% correctly identified that mental exercises do not prevent Alzheimer’s disease. Attitudes were generally positive (mean score: 33.3 ± 10.2), especially regarding early detection and family involvement. However, lower scores were observed in perceptions of treatment efficacy and the role of primary care. Spearman’s correlation revealed a weak, non-significant inverse relationship between knowledge and attitudes (ρ = –0.091, p = 0.496), suggesting that cultural factors may shape attitudes more than formal education.
Conclusion: While nursing students at MNUMS demonstrate limited factual knowledge about dementia, their attitudes remain broadly positive—likely influenced by cultural norms rather than curriculum content. These findings underscore the urgent need to incorporate dementia-specific modules into nursing education, define core competencies, and align curricula with international standards to enhance the quality of dementia care in Mongolia.
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