P146: How to introduce EDI principles to multigenerational programs?

Abstract

Objective:

The Time for Dementia (TFD) is an educational programme for healthcare students to learn from ‘experts by experience’ through longitudinal contact with a family affected by dementia. Since 2014, over 1,900 families have taken part. In December 2021, as a result of a student complaint about racism, expectations of inclusivity, diversity and inclusion (EDI) were examined and an anti-discriminatory practice plan for TFD was developed.

One of the proposed outputs of this plan was the creation of a communique to outline the expectations on EDI for circulation to participant families and students in TFD. Several considerations were acknowledged to be important: i) Generational differences and expectations about anti-discrimination; specifically, the use of language; ii) The complexity of addressing this issue with people with dementia; who may have difficulties with recall or disinhibition due to their condition; iv) The need to enhance understanding of different perspectives and needs between families and students.

Methods:

The iterative development (January-September 2022) of the final communique included;

1. 1. The formation of a working group including student inclusivity representatives and TfD families to develop the communique.

2. 2. A draft set of ‘inclusivity principles’ was created and feedback was sort from a sample of TFD participants independent of the working group (n=15).

3. 3. As a result of feedback, these principles were amended by the working group.

4. 4. The circulation of these inclusivity principles to the families taking part in TFD from July 2022.

5. 5. A qualitative research study was conducted on the reception of these principles (n=14).

Results:

This poster will present the communique that was developed, the results of the thematic analysis on its reception, and key reflections on its development.

Conclusions:

Universities have a responsibility to prevent and effectively deal with discrimination on placements and this includes educational programs with ‘experts by experience’. Educational programs with people with dementia and their carers, who are volunteers, not patients, need special consideration. While this marks the start of TFD engagement with EDI issues, we hope by sharing our experiences will offer inspiration and confidence to other educators in psychogeriatrics to engage with these issues.