Positioning Dementia Care
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Sion Williams
Overall aims and purpose
This module aims to provide a broad foundation upon which to develop understanding and responses to people with dementia and their carers. This module seeks to enhance the understanding of the various discourses around dementia care and to promote an awareness of the impact of such discourses on the nature and format of care delivery, specifically through the auspices of initial engagement and assessment. 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 critically evaluate the range of theoretical perspectives and models around dementia care in the bilingual context and critically analyse their influence on conceptualisation and approaches to care of people with dementia.
ii. To enable students to engage appropriately with people with dementia and their carers in order to undertake person centred, language appropriate assessment that maximises the quality of life of people with dementia and their carers
• 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
Threshold Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of professional accountability issues. Students will be required to achieve a minimum of C- grade in the assignment to in order to pass the theory component of the module.
Good Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade B- in the Grading Criteria.
Excellent Very good understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of professional accountability issues. This equates to a minimum mark of Grade A- in the Grading Criteria
Evaluate the unique experiences, problems and needs of people affected by dementia and compare and contrast quality dementia care principles from user, practitioner and organisational perspectives
Critically analyse issues of dignity, choice and compassion in the process of engaging with people with dementia and/or their carers.
Synthesise dementia care approaches to critically appraise sensitive interactions with people affected by dementia.
Critically analyse theoretical models and differing perspectives of dementia to inform an independent evaluation of research.
|INDIVIDUAL PRESENTATION||Social Positioing of Dementia||
Students, in the early part of the module, will be 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
|ESSAY||Critically analyse the concept of a bio-psychosocial approach to dementia care||
Critically analyse the concept of a bio-psychosocial approach to dementia care and its relevance to practice (2000 words) ii. Use the video to discuss how a bio-psychosocial approach is reflected in what we learn about Chris (1000 words) You will be provided with access to ‘Chris’ story’ during the course.
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. Due to the dynamic situation due to COVID-19, these hours may be subject to revision in line with public health guidance during the module’s delivery
- 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.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- 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