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

THANK YOU!

Helen Roberts

Lecturer in Nursing

Helen.Roberts@york.ac.uk