Dementia Friendly Education The Challenge for Pre-Registration Nursing
Helen Roberts
Lecturer in Nursing
450 nursing students
150 graduate & register each
year
Local employment high
Potential for dementia
education significant
Nursing at York
• 3yr Degree Programme
• 4 Fields : 3 Stages
• 50% Theory : 50% Practice
• Base & Spoke
• Communities of Learning
BSc (Hons) Nursing
Current model
Stage 1
Stage 2 Stage 3
Lay person to practitioner
Working as a partner
The nurse as leader
Generic principles
Field specific care
Service improvement
Informed choices
Knowledge & skills
Policy context of nursing
Child Adult Learning Disability Mental Health
Communities of Learning
Co-operative Learning Groups
• Situated learning philosophy
– narrative and dialogical approaches
• Nursing’s community of practice
– influence identity
– explore meaning
– examine practice
– integrate into the community
• Carper’s ways of knowing
– personal, aesthetic, empirical, ethical
Fragmented coverage
Recognition of complex needs
Knowledge & skills
Variable perceptions
Ensuring dementia education is
integrated into nursing
programmes is a priority
HEE set targets for September
2015
10 Principles at 3 Levels
Focus on dementia
(Alushi, Hammond & Wood, 2015; Collier, Knifton & Surr, 2015; HEE Southwest, 2014)
10 Principles…
1. Person-Centred Dementia Care
2. Communication
3. Collaboration
4. Ethics
5. Recognition
6. End of Life Care
7. Essentials of Physical care
8. Evidence Based Practice
9. Cultural Diversity
10. Advance Care Directives
(HEE South West, 2014)
…at 3 Levels
Level 1
• Awareness (Establish)
– basic, essential competencies relevant to all health care professionals
Level 2
• Frequent Contact (Apply)
– competencies for health care professionals who are in contact with people with
dementia frequently
Level 3
• Extensive Contact (Enhance)
– competencies for health care professionals working intensively with people with
dementia and for those specialising in dementia care
Interpretation
Level 1 (Stage 1)
Level 2 (Stage 2) Level 3 (Stage 3)
Awareness
Frequent contact
Extensive contact
Lay/Practitioner
Partner
Leader
Establish competencies
Apply knowledge & skills
Enhance practice & leadership
Personal/Aesthetic
Empirical
Ethical
CLG’s support values, knowledge & skills development
The Challenges
• Perceptions & priorities
• Programme design
• Competing demands
• Supporting learning
• Integrative approaches
• Generic or specialist
What can we reasonably expect?
Good practice!
Individual led practice
Simulation and OSCE’s
Including people with dementia
Innovative modules
Creative teaching