Time for Dementia: an innovation in education

Grosvenor, Wendy; Hebditch, Molly; Daley, Stephanie; Vyvyan, Emma; Banerjee, Sube

doi:10.12968/jpar.2017.9.11.470

Journal of Paramedic Practice

2017

DOI: 10.12968/jpar.2017.9.11.470

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Time for Dementia: an innovation in education

Wendy Grosvenor

Molly Hebditch

Stephanie Daley

et al.

Abstract: This paper describes an innovative undergraduate educational initiative called the Time for Dementia programme. It was developed to improve the knowledge, attitudes and skills in dementia among healthcare students. Time for Dementia involves pairs of healthcare students (medical, paramedic, adult and mental health nursing, and allied health professionals) visiting a person with dementia and their carer in their homes over a period of 2 years. The aim of the programme is to enable students to learn with people … Show more

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Cited by 2 publications

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What factors affect paramedics’ involvement of people with dementia in decisions about their care? A qualitative study

Choonara

Williams

2021

British Paramedic Journal

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<sec id="s1">Background: Paramedics are frequently called to people with dementia, but decision making can be challenging due to lack of information or difficulties in assessment. Best-practice dementia care should be holistic and involve people with dementia in decisions as far as possible. </sec> <sec id="s2">Aims: To explore how paramedics make decisions when attending people with dementia, with a particular focus on factors that impact on how, and to what degree, paramedics involve people with dementia in these decisions. </sec> <sec id="s3">Methods: A generic qualitative research approach was used. Data were collected through semi-structured individual interviews with seven paramedics. The interviews were recorded and transcribed verbatim and subsequently analysed using thematic analysis. </sec> <sec id="s4">Results: Four themes were identified that all touched on challenges to delivering person-centred care. Themes identified were: 1) paramedics’ differing approaches to assessing capacity and making best interest decisions; 2) communication and developing a rapport; 3) interconnections with others important to the person with dementia; and 4) the impact of paramedics’ values and attitudes. </sec> <sec id="s5">Conclusion: The involvement of people with dementia is sometimes limited by medical, social or clinician-dependent factors. This study highlights how paramedics’ values and communication skills influence their interactions with people with dementia. As the paramedic role evolves, there is an opportunity to embed person-centred care in practice and to ensure that education equips paramedics with the skills and ethical frameworks needed to deliver high quality dementia care. </sec>

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What factors affect paramedics’ involvement of people with dementia in decisions about their care? A qualitative study

Choonara

Williams

2021

British Paramedic Journal

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The impact of dementia education on student paramedics’ preparedness to care, knowledge, confidence and attitudes towards dementia: an analytic survey

Jones

Capstick

Faisal

et al. 2023

British Paramedic Journal

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Background: Paramedics play a vital role in the emergency healthcare of people living with dementia. People with dementia often have complex needs, posing challenges for paramedics. Paramedics often lack the confidence and skills to assess people with dementia appropriately, and receive little, if any, dementia education.Aims: To evaluate the impact of dementia education on student paramedics’ preparedness to care, knowledge, confidence and attitudes towards dementia.Methods: A 6-hour education programme on dementia was developed, implemented and evaluated. A pre-test‐post-test design using self-completion validated questionnaires was used, to evaluate first-year undergraduate student paramedics’ knowledge, confidence and attitudes towards dementia, as well as their preparedness to care for people with dementia.Results: A total of 43 paramedic students attended the education programme, with 41 fully completed questionnaires being collected pre-training and 32 post-training. Students reported feeling significantly more preparedness to care for people with dementia after the education session (p < 0.001). They felt their knowledge (100%), confidence (87.5%) and attitudes (87.5%) towards dementia had significantly increased following the education session. Using validated measures, the impact of education was found to be the highest on dementia knowledge (13.8 vs 17.5; p < 0.001) and on confidence (29.14 vs 34.06; p = 0.001), with only a minimal effect on attitudes (101.5 vs 103.4; p = 0.485). The education programme itself was well-evaluated.Conclusion: As paramedics are central to the emergency healthcare of people living with dementia, it is essential that the emerging paramedic workforce is equipped with the knowledge, attitudes and confidence to provide quality care for this population. We need to ensure dementia education is embedded in undergraduate curricula, and that consideration is given to the subjects, level and pedagogic approach taken to ensure positive outcomes are maximised.

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Time for Dementia: an innovation in education

Cited by 2 publications

References 13 publications

What factors affect paramedics’ involvement of people with dementia in decisions about their care? A qualitative study

What factors affect paramedics’ involvement of people with dementia in decisions about their care? A qualitative study

The impact of dementia education on student paramedics’ preparedness to care, knowledge, confidence and attitudes towards dementia: an analytic survey

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