Exploring the Application of the Dementia Attitude Scale and Evaluating Its Factor Structure and Stability in Nurse Education

TL;DR

This study examines the Dementia Attitude Scale's factor structure and stability among nursing students over two years, finding the two-factor model most effective.

Contribution

The study provides empirical validation of the two-factor model of the DAS in nurse education over time.

Findings

The two-factor model of the DAS showed the best fit and stability across all time points.

Reliability analysis confirmed strong internal consistency for 'dementia knowledge' and 'social comfort'.

Abstract

The Dementia Attitude Scale (DAS) is one of the most widely used instruments for measuring attitudes towards dementia, yet there is some debate about its factor structure, as deviations from the suggested two‐factor model have been observed and alternative structures have been proposed. This study aimed to analyse and compare the different factor structures of the DAS and examine the consistency of these structures over time.

A cross‐sectional series design was used to collect longitudinal data from a census of nursing students over a 2‐year period. The DAS was administered at three time points (Time Point 1 [baseline]: n = 247; Time Point 2 [Year 1]: n = 239; Time Point 3 [Year 2]: n = 216). Descriptive statistics were calculated using SPSS, and structural equation modelling was performed in JASP to assess structural validity. Confirmatory factor analysis was conducted on the DAS and on each alternative structure proposed at each time point to evaluate fit and stability.

The findings indicated that the two‐factor model demonstrated the best fit and stability across all time points, suggesting it is the most effective model for capturing the DAS constructs within this population. Reliability analysis showed that the two‐factor model maintained strong internal consistency for ‘dementia knowledge’ and ‘social comfort’.

The DAS provides valuable insights into the effectiveness of educational interventions, enabling educators to identify and address areas where students may require additional support. This study highlights the need for future research to explore the translation of these shifts into clinical behaviours, as well as the cultural and contextual factors influencing attitudes towards dementia.