Digital dementia training for formal caregivers: a scoping review of platforms, outcomes and evidence gaps

Background: Dementia care requires a skilled workforce, yet access to scalable and effective training for formal caregivers, including nurses, remains inconsistent. Digital education is a potential solution, but effectiveness is unclear. Aims: To examine digital dementia training programmes for formal caregivers and map their reported effects on knowledge, self-efficacy and skills. Methods: A scoping review was conducted using the Arksey and O’Malley framework and reported according to Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. Five electronic databases were searched for peer-reviewed studies evaluating fully digital dementia training interventions for formal caregivers. Methodological quality and reporting completeness were assessed using the Mixed-Methods Appraisal Tool and the Guideline for Reporting Evidence-based Educational Interventions and Teaching checklist. Findings were synthesised narratively. Results: Eighteen studies met the inclusion criteria. Digital training (online and microlearning) was associated with improvements in dementia-related knowledge and self-efficacy. Flexibility and accessibility were key advantages. However, evidence of skill development and behavioural change was limited, predominantly based on self-reported outcomes. Direct care workers were underrepresented. Conclusions: Digital dementia training offers flexible, scalable workforce education for those caring for people living with dementia. However, limited evidence on practice change constrains its application. Further research is needed to inform theory, guide implementation and support policy decisions regarding effective workforce training.