Communication in Dementia Care
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Catrin Hedd Jones
Overall aims and purpose
The module is focused on critically analysing the role of communication in relation to understanding the lived experience of dementia, engagement with a person with dementia and in the assessments that occur within dementia care.There will be a comprehensive review of communication theory and communication within clinical environments. It will consider its individual components, its relationship to quality of life, and how these may be affected by biological, social and psychological aspects of dementia. Students will be challenged to reflect upon the effectiveness of their knowledge and awareness of communication theory as well as their own communication skills. They will be asked to identify barriers to communication at both personal and societal levels, and identify strategies to overcome such barriers. Person centred support will be explored, analysed and critiqued. The detailed aims are as follows:
To develop a detailed and critical understanding of the nature and processes of engagement with people diagnosed with dementia and their families/important others
To critically analyse the bio psycho-social context of communication in relation to people with dementia with reference to appropriate theory
To critically reflect on – and enhance skills in - communicating with people with dementia and with families/important others and in relevant aspects of public engagement
To critically analyse the impact of communication, engagement and assessment on quality of life and well-being for people with dementia and develop strategies for advancing improved communication.
• Communication as a physical process and profound social activity. • Recognition of the physical, social, psychological and cultural barriers that prevent effective communication. • Promotion of engagement through communication and the recognition of factors leading to dis-engagement. • Understanding and applying the theory and practice of person centeredness to the task and process of assessment. • Ethical issues and ethical reasoning in practice with reference to potential for abuse: empowerment, autonomy and rights
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.
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
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.
Evaluate the extent to which the physical and pathological features of dementia impact upon the mechanics and processes of communication.
Critically analyse the barriers to effective communication with and by people affected by dementia including one’s own communication processes. Apply sound, evidence based arguments as to how barriers may be overcome in order to support people affected by dementia.
Demonstrate critical skills in effective and sensitive communication with those affected by dementia (verbal, non-verbal, written).
Synthesise the principles which underpin the concepts of person and relationship -centred support.
Using the video of Naomi Feil and Gladys Wilson reflect on the case study and the themes raised in the presentation to meet the learning outcomes
|Written assignment, including essay||Written Assignment||
Teaching and Learning Strategy
Self-directed study with supportive material provided by module facilitator as well as assesment-based activities focused on reviewing the evidence-base and theoretical principles of communication in the field of dementia care.
This will focus on providing a platform for the formative case study work reflecting on applied communication skills in practice.
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, MCQ, and module resources. 2. Access to on-line library catalogues