Insights in Dementia Care
Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Sion Williams
Overall aims and purpose
This module aims to provide a practice-focused foundation upon which to develop understanding and responses to people with dementia and their carers. This module seeks to develop the necessary understanding of the various theoretical perspectives around dementia care and to promote an awareness of the impact of such theory on care delivery, specifically through the assessment and care planning process. This analysis is undertaken with the goal of facilitating reflection on structures and processes which promote the quality of life and maintain dignity and choice for people with dementia and their carers. In particular the module seeks:
i. To enable students to develop a critical understanding of theoretical perspectives and models around dementia care in the bilingual context and critically appraise their value to care of people with dementia.
ii. To enable students to respond appropriately with people with dementia and their carers in order to undertake person centred, language appropriate assessment that is attentive to the quality of life of people with dementia and their carers
PLEASE NOTE: Due to the Covid 19 crisis, the module will be delivered on line for all students through Blackboard Ultra. Students will be required to have access to IT and up to date computer and software.
• Perspectives on quality dementia care • Theoretical models of dementia and their historical development: biomedical, psychological, sociological, disability and critical theory • Disciplinary perspectives in dementia care; psychiatry, neuroscience, medicine, nursing, psychology, social work, occupational therapy, social welfare • Understanding the lived experience of dementia and its cultural, social and linguistic influences • Philosophical perspectives relevant to dementia: philosophy of mind; mind/body dualism; philosophy of science • Macro-perspectives: the political and economic context of dementia care • Changing perspectives in dementia care: challenges of interdisciplinary and multi-agency working in the 21st century • Analysis of the complex interplay between physical and mental health, social and physical environment, personality and biography and neurological impairment in the lived experience of dementia for both people with dementia and their families and carers. • Needs of people with dementia and their carers: their expression and assessment using appropriate tools, their administration, analysis and interpretation. • Ethical issues and ethical reasoning in practice with reference to potential for abuse: empowerment, autonomy and rights
B- to B+:
To achieve this grade the student will need to demonstrate, understanding and application of the underlying principles of managing the care required for people living with dementia and their families and the application of these principles supported by broad range relevant literature.
C- to C+
C- Grade :
To achieve a ‘good pass’ on the module, students will be required to demonstrate good understanding of the underlying principles specific to the care required for people living with dementia and their families supported by a range of literature.
D- Threshold :
To achieve a ‘pass’ on the module, students will be required to achieve a minimum of D- grade which requires them to demonstrate understanding of the care of poeple living with dementia and their families supported by relevant literature.
A- to A* :
To achieve an ‘excellent pass’ on the module, students will be required to demonstrate comprehensive understanding and application of evidence-based practice in the provision of care for people living with dementia and their families. This will need to be supported by a comprehensive range of appropriate literature.
Understand and appraise theoretical models and differing perspectives of dementia.
Critically appraise issues relating to dignity and choice in the delivery and conduct of assessments.
Critically evaluate the unique experiences, problems and needs of people affected by dementia.
Critically appraise issues relating to sensitivity and awareness in the process of engaging with people with dementia and/or their carers.
Critically analyse dementia care principles from user, practitioner and organisational perspectives.
Propose assessments, which are sensitive to the lived experience of people with dementia from a range of social, cultural and language backgrounds.
|INDIVIDUAL PRESENTATION||Social Positioing of Dementia||
Students will be allocated to groups in the early part of the module and assigned a topic for presentation to the rest of the group. At a mid-point in the module time will be allocated in which to present in relation to the topic .This will involve a 10 minute presentation by individual students with a group discussion to reflect on each of the case studies and discuss the range of themes raised.
|Written assignment, including essay||Essay||
The first part of the summative assessment will be focused on a written piece of work comprising an analysis of current approaches to dementia care and its planning. It will focus on (i) a review of bio-psychosocial approaches and (ii) linking this critique to the development of an action plan based on the principles of action research in order to implement any necessary change to the clinical context. The aim is to identify opportunities for implementation of different ways of working within clinical practice. In this way the written piece of work will comprise of the following title: Explore the concept of a bio-psychosocial approach to dementia care and seek to identify its relevance to practice, developing an action plan to introduce any necessary change to the clinical environment. (2000 words) The second part of the summative is focused on a structured reflection on a particular anonymised case study or the film provided. The aim will be to identify the importance of viewing the individual context within practice and reflecting on how person centeredness may be facilitated as part of inter-personal clinical interaction. (1000 words)
Teaching and Learning Strategy
The group project will focus on supporting the formative assesment and require students to engge with policy and evidence-base material to explore the implications of transferring theory to practice, with particular attention to personhood and assesment.
Directed reading time focused on working with material provided by module facilitator as well as self-directed study and assignment work, including reflexive activity based on clinical practice for case-work.
The teaching strategy will utilise lectures and seminars to explore the module content, including student presentations and reflective sessions. Also use will be made of relevant electronic sites, journals and library materials and e-mail will be used to disseminate knowledge and allow electronic support and discussion groups. Pod/Vodcast Panapto presentations to support the lead lectures will be available via Blackboard.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resource implications for students
Student resources: 1. Access to IT/Blackboard for discussion boards and module resources. 2. Access to on-line library catalogues