Reframing dementia: Nursing students' relational learning with rather than about people with dementia. A constructivist grounded theory study

Abstract

Objectives Developing an informed and effective workforce that provides effective and ethical care to people with dementia and their families is an international priority. Here we explore the impact of a novel approach on students of adult nursing. It involved engagement with people with dementia and their carers over 3 years in the Time for Dementia Programme. This research explored students' perceptions of their professional learning and practice. Methods A longitudinal, constructivist grounded theory approach in three phases (3 years) was used. In‐depth interviews were conducted with 12 students of adult nursing following visits with older adults with dementia and their carers in their own homes at 12 months, 24 months and at 36 months. A constant comparative analysis of transcribed interviews was completed. Results A new theory of Whole Sight was identified as representing the impact of the learning that occurred as a consequence of relational learning visits. The core category of New Ways of Seeing dementia represented a broadening of students' views of dementia that encompassed the person's lives and relationships. This led to a person‐centred shift in students' practice. The data suggest that Time for Dementia can help students to be active in their contribution to care and serve as change agents in transforming dementia care. Conclusions The theory of Whole Sight that emerged is a novel and useful contribution to the evidence on community‐based educational initiatives. Visiting people with dementia and their carers at home in training can help develop a workforce that meets their needs.

Time for Dementia: Quantitative evaluation of a dementia education programme for healthcare students

“…As in our earlier study of medical students, 9 TFD did not appear to change quantitative measures of empathy, unlike our two qualitative studies 10,21 which identified positive change in terms of empathy towards people with dementia. In terms of potential explanations, first JSE is a generic empathy measure, and its potential limitation in measuring empathy towards people with dementia has been identified in a wider systematic review of empathy interventions for people with dementia.…”

“…The students are in effect taught by the people with dementia and their families, and it enables them to see the world and healthcare through their eyes. 21 This identification with the person with dementia and their carer and relational learning which takes place appears to be powerful in terms of knowledge and attitude change.…”

“…In TFD, the experiential component is longitudinal first‐hand exposure to the challenges that people living with dementia and their carers experience on a daily basis. The students are in effect taught by the people with dementia and their families, and it enables them to see the world and healthcare through their eyes 21 . This identification with the person with dementia and their carer and relational learning which takes place appears to be powerful in terms of knowledge and attitude change.…”

Evaluation of an Online Learning Concept for Nursing Students in Caring for Patients with Dementia: Results of a Questionnaire Survey

“…Nevertheless, it still focuses on treating specific symptoms (e.g., challenging behavior) [ 7 ], as well as diagnostic [ 8 ] and end-of-life care [ 9 , 10 ]. Programs are characterized by inconsistencies and gaps in professional dementia education [ 11 ]. Evidence shows that there are deficits in knowledge of dementia and inadequate skills in key elements of dementia care [ 12 ].…”

Evaluation of An Online Learning Concept For Nursing Students In Caring For Patients With Dementia: Results of A Questionnaire Survey

“…challenging behavior) (7) as well as on diagnostic (8) and providing end-of-life care (9,10). Programs are characterized by inconsistency and gaps in professional dementia education (11). Therefore, evidence suggests de cits in knowledge of dementia and inadequate skills in key elements in dementia care.…”