Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-20T07:15:16.388Z Has data issue: false hasContentIssue false
  • English
  • Français

The role of higher education in transforming the quality of dementia care: dementia studies at the University of Bradford

Published online by Cambridge University Press:  01 April 2009

M. Downs ,
A. Capstick ,
P. C. Baldwin ,
C. Surr  and
E. Bruce
M. Downs*
Affiliation:
Bradford Dementia Group, Division of Dementia Studies, School of Health Studies, Bradford University, Bradford, U.K.
A. Capstick
Affiliation:
Bradford Dementia Group, Division of Dementia Studies, School of Health Studies, Bradford University, Bradford, U.K.
P. C. Baldwin
Affiliation:
Bradford Dementia Group, Division of Dementia Studies, School of Health Studies, Bradford University, Bradford, U.K.
C. Surr
Affiliation:
Bradford Dementia Group, Division of Dementia Studies, School of Health Studies, Bradford University, Bradford, U.K.
E. Bruce
Affiliation:
Bradford Dementia Group, Division of Dementia Studies, School of Health Studies, Bradford University, Bradford, U.K.
*
Correspondence should be addressed to: M Downs, PhD, Head of Bradford Dementia Group, Bradford Dementia Group, Division of Dementia Studies, School of Health Studies, Bradford University, Bradford BD5 OBB, West Yorkshire, U.K. Phone: +44 01274 233991; Fax: +44 01274 236302. Email: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

There is now widespread concern about the inadequate care and support provided to people with dementia from diagnosis to death. It is acknowledged that while there is a range of effective ways to care for and support people with dementia and their families from diagnosis to death, these have yet to become integral to practice. In England, for example, the National Dementia Strategy seeks to transform the quality of dementia care. One of the key components to transforming the quality of care is to ensure we have an informed and effective workforce. We argue here that in order to transform the quality of care we need to distinguish between the aims of training and education. Whilst there is a place for skills-based workplace training, Higher Education in dementia studies has a key role to play in the provision of specialist knowledge and skills in dementia care emphasizing as it does the development of critical thinking, reflection and action. In this paper we describe dementia studies at Bradford University available at both undergraduate and postgraduate levels. We outline their aims and learning outcomes, curricula, approach to teaching, learning and assessment. We describe the nature of students who study with us, noting their fit with the Higher Education Funding Council in England's agenda for widening participation in higher education. Higher Education in dementia studies has a unique role to play in equipping practitioners and professionals with the information, skills and attitudes to realize the potential for quality of life for people with dementia and their families.

Keywords

higher educationgraduate studiesdementia carequality
Type
Research Article
Information
International Psychogeriatrics , Volume 21 , Supplement S1: International perspectives on dementia education, training and knowledge transfer , April 2009 , pp. S3 - S15
Copyright
Copyright © International Psychogeriatric Association 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baldwin, C. and Capstick, A. (2007). Tom Kitwood on Dementia: A Reader and Critical Commentary. Maidenhead, U.K.: Open University Press.Google Scholar
Banerjee, S., Willis, R., Matthews, D., Contell, F., Chan, J. and Murray, J. (2007). Improving the quality of care for mild to moderate dementia: an evaluation of the Croydon Memory Service Model, International Journal of Geriatric Psychiatry, 22, 782–788.Google Scholar
Bartlett, R., Downs, M. and Grant, E. (2005a). Distance learning education and the promotion of person-centred dementia care. Poster presented at 15th Alzheimer Europe conference, Killarney, Ireland.Google Scholar
Bartlett, R., Downs, M. and Grant, E. (2005b). Use of knowledge to advance dementia care practice: A study of distance learners' experience. Paper presented at the Gerontological Society of America Annual Meeting, Orlando.Google Scholar
Bowers, B. (2008). A trained and supported workforce. In Downs, M. and Bowers, B., (eds.), Excellence in Dementia Care: Research into Practice. Maidenhead, U.K.: Open University Press.Google Scholar
Capstick, A. and Kitwood, T. (1999). Dementia and nursing – Part 2. Person-centred care. Journal of Nursing Care, 2 (2), 4–6.Google Scholar
Department of Health (2001). National Service Framework for Older People. London: Stationery Office.Google Scholar
Department of Health (2008). National Dementia Strategy: Transforming the Quality of Dementia Care. London: Stationery Office.Google Scholar
Department of Health (2009). Living Well with Dementia: A National Dementia Strategy. London: Stationery Office.Google Scholar
Downie, R. S. and MacNaughton, J. (2000). Clinical Judgement: Evidence in Practice. Oxford: Oxford University Press.CrossRefGoogle Scholar
Downs, M. (2008). Education and training for dementia care: from policy to practice. Invited paper presented at British Psychology Association Psychology Special Interest Group for the Elderly Annual Meeting, York, U.K.Google Scholar
Downs, M. and Bowers, B. (2008). Excellence in Dementia Care: Research into Practice. Maidenhead, U.K.: Open University Press.Google Scholar
Ford, P., Johnston, B., Mitchell, R. and Myles, F. (2004). Social work education and criticality: some thoughts from research. Social Work Education, 23, 185–198.CrossRefGoogle Scholar
Goleman, D. (1995). Emotional Intelligence. London: Bloomsbury.Google Scholar
Greenhalgh, T., Robert, G., Bate, P., Macfarlane, F. and Kyriakidou, O. (2005). Diffusion of Innovations in Health Service Organizations: A Systematic Literature Review. Oxford: Blackwell Publishing.Google Scholar
House of Commons Public Accounts Committee (2008). Department of Health: Improving Services and Support for People with Dementia. Available at: http://www.publications.parliament.uk/pa/cm200708/cmselect/cmpubacc/228/22802.htm; last accessed 2 January 2009.Google Scholar
Kitwood, T. (1997). Dementia Reconsidered: The Person Comes First. Buckingham: Open University Press.Google Scholar
Kitwood, T. and Capstick, A. (1999) Dementia and nursing – Part 1. Educational strategy. Journal of Nursing Care, 2 (1), 10–12.Google Scholar
Kitwood, T. and Woods, R. T. (1996). Training and Development Strategy for Dementia Care in Residential Settings. Bradford: University of Bradford.Google Scholar
Knapp, M. et al. (2007). Dementia UK. London: Alzheimer's Society.Google Scholar
Knowles, M. S. (1984). The Adult Learner: A Neglected Species (3rd edn). Houston, TX: Gulf Publishing.Google Scholar
Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Macdonald, A. J. D. and Denning, T. (2002). Dementia is being avoided in NHS and social care. BMJ, 324, 548.Google Scholar
Marshall, M. and Tibbs, M. A. (2006) Social Work and People with Dementia: Partnerships, Practice and Persistence. Bristol: Policy Press (in association with the British Association of Social Workers).Google Scholar
Moniz-Cook, E. et al. (1998). Can staff training reduce behavioural problems in residential care for the elderly mentally ill? International Journal of Geriatric Psychiatry, 13, 149–158.Google Scholar
National Audit Office (2007). Improving Services and Support for People with Dementia. London: The Stationery Office.Google Scholar
National Institute for Health and Clinical Excellence and Social Care Institute for Excellence (2006). Dementia: Supporting People with Dementia and Their Carers in Health and Social Care. London: National Institute for Health and Clinical Excellence.Google Scholar
Pulsford, D., Hope, K. and Thompson, R. (2007). Higher education provision for professionals working with people with dementia: a scoping exercise. Nurse Education Today, 27, 5–13.Google Scholar
Schön, D. (1984). The Reflective Practitioner. New York: Basic Books.Google Scholar
Smith, P. (1992). The Emotional Labour of Nursing. Basingstoke: Palgrave Macmillan.Google Scholar
Thompson, R., Capstick, A., Heyward, T., Pulsford, D. and Hope, K. (2007). Involving people with dementia and carers in professional education. Journal of Dementia Care, July/Aug, 26–28.Google Scholar
Yates, P., Clinton, M. and Hart, G. (1996). Improving psychosocial care: a professional development program. International Journal of Palliative Nursing, 2, 212–215.CrossRefGoogle Scholar