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Development of the Curriculum for Dementia Education

(HEDN)January 2014

HEE workshop

What is HEDN? The Higher Education for Dementia Network (HEDN) is an open network for those with an interest in, or are responsible for courses in dementia care, based within Universities in the UK (Higher Education Institutions).

Who attends?

Lecturers. Currently has members from 57 universities

Why does it meet?

•To share information and resources in shaping educational provision in dementia.

•To network with colleagues.

•To develop a systematic approach to Higher Education in Dementia.

•To provide a forum on influencing national policy on dementia.

•To share information on the provision of higher education courses in Dementia care.

http://www.dementiauk.org/what-we-do/networks/hedn/

Dementia Curriculum (2003)

1. Models of Dementia

2. Ethics and Dementia

3. The Law and Dementia

4. Therapeutic Interventions

5. Core Capabilities

6. Pharmacology

7. Partnerships with Carers

8. Younger People with Dementia

9. Learning Disabilities & Dementia

10. Cultural Issues & Diversity

11. Holistic Health

HEDN Survey 2005

• Coverage of dementia in Mental Health Branch of pre-registration nursing programmes:• 3 – 54 hours (mean 14 hours)• Dependent on presence of lecturer with interest and

experience in dementia care.

• Coverage within Adult Branch:• 0 – 6 hours (mean 3 hours), with several HEIs having

no coverage.• Post-registration courses available at all levels from

single modules to Masters, but a deficit of courses at diploma/first degree level.

Development of Curriculum

• Lay version of HEDN’s Dementia Curriculum developed following consultation with carers

• Informal meetings held with people with dementia, asking what they would want those caring for them to be taught

• Dementia Curriculum was modified as a result of these exercises.

Curriculum for Dementia Education (CfDE) 2007

1. Understanding the experience of people with dementia

2. Creating partnerships with carers and families

3. Cultural and diversity issues

4. Appraising different ways of thinking about dementia

5. Key professional abilities

6. Understanding ethical issues in caring for people with dementia

7. Understanding legal aspects of working with people with dementia

8. Working with people in early stages of dementia

9. Assisting in daily life of people with dementia

10.Psychological therapies

11.Holistic health

12.Pharmacology for dementia

CfDE Consultation 2010

1. In your view what are the most important items within the Dementia curriculum for health and social care professionals?

2. Are there any areas that have been missed out?

3. Any other comments/suggestions?

• Circulated via Uniting Carers Dementia UK, Scottish Dementia working group and HEDN network

• Advertised on Dementia UK website

Respondents to Consultation on CfDE 2010

Feedback on CfDE

Most important

• Understanding the experience of the person living with dementia

• Working with people in early stages of dementia

• Creating partnerships with carers and families

• Understanding ethical issues

• Supporting daily life for people with dementia

• Person – centred care planning

• Key professional abilities

• Holistic health

Areas to be addressed

• Developing attitudes and values

• Understanding and developing communication skills

• Biography and life stories

• Care in different settings

• Recognising needs and supporting carers

• Evaluating/developing care

Other comments:

• Need to be skills/practice based

• Involvement of people with dementia and family carers in delivery of education

HEDN Curriculum Refresh (2011)

• Maintaining and building on the depth of the original curriculum

Informed by:• National Dementia Strategies

• Outcomes of HEDN Curriculum survey (2010)

• NMC Standards (2010)

• Workforce Development reports & action plan (2010)

• QCF dementia units (Levels 2 & 3)

Value Base

• Informed by a person centred approach which embraces the family, social context and relationships of the person

• Values each person as unique and respects all perspectives

• Committed to raising awareness, challenging stigma and improving quality of life

Differentiating between different levels

Academic level Description

Level 5DipHEFinal year of Foundation Degree

High level of knowledge and skills applied to practice

Level 6Final year of Honours Degree

Criticality and reflection

Level 7Masters degree

Synthesis of concepts and theories drawn from different disciplines, high level of critical reflection, originality.

Example Learning outcomes

Content Learning outcome

Level 5 Exploring the feelings and perspectives of people with dementia

…….etc

Demonstrate an understanding of the feelings and perspectives of people with dementia

Level 6 Demonstrate how their appreciation of the feelings and perspectives of people with dementia impacts on practice

Level 7 Critically evaluate the current evidence relating to understanding the feelings and perspectives of people with dementia and applying that understanding to practice.

1. “Through our Eyes”- Understanding the experience of people with dementia

Rationale:People with dementia themselves have emphasised the need for professionals to be able to empathise with them “stand in our shoes”, and to create warm and genuine relationships with them.

Curriculum for UK Dementia Education (2013)

• Introduction

• Core Topics (Level 6)

• Full Curriculum topics (Levels 5-7)

• Literature review

• Equality Impact Assessment

• Content Index

Core Topic

Full Curriculum topic

Embedding the CfDE in pre-registration courses - Example

Common Foundation Programme

Adult branch

Child branch

Mental Health branch

Year 1 - 120 credits

Year 2 - 120 credits

Year 3 - 120 credits

Selected core topics

Selected core topics

Selected core topics +

CfDE

Embedding the CfDE in pre-registration courses - Example

Common Foundation Programme

Adult branch

2. Identification of dementia3. Understanding experience & communication5. Equality, diversity, inclusion10. Key professional abilities and collaborative working

1. Prevention4. Partnerships with carers and families6. Person-centred care, assessment and planning7. Legal and ethical aspects8. Holistic health and supporting daily life9. End-of-life palliative care

Embedding the CfDE in pre-registration courses - Example

Common Foundation Programme

2. Identification of dementia3. Understanding experience & communication5. Equality, diversity, inclusion10. Key professional abilities and collaborative working

1. Prevention4. Partnerships with carers and families7. Legal and ethical aspects

Child branch

Embedding the CfDE in pre-registration courses – A spiral curriculumYear 1

Fundamental Principles in Nursing Practice

Principles of Professional Practice

Clinical Practice 1

Developing Nursing Practice

Clinical Practice 2

Year 2Therapeutic Nursing Care

Evidencing Professional Practice

Clinical Practice 3

Developing Competency in Nursing Practice

Clinical Practice 4

Year 3Proficiency in Professional Nursing Practice

Advancing Professional Practice

Clinical Practice 5

Transition to Registered Nursing Practice

Clinical Practice 6

Core themes: Diversity, ethical practice, professionalism, dementia etc

How the CfDE can help meet HEEs dementia mandate• Ensure a minimum standard/content for pre-

registration programmes – professionals of future• Reduce need for NHS to provide dementia

awareness training at induction or post employment

• Ensure new nurses and other health professionals have the right skills when they enter practice to deliver safe, dignified, compassionate care

• Raise profile of dementia care

Application and future of CfDE?

• Link with HEE to support NHS Mandate (Tiers 1, 2 & 3)

• Web-based version

• Dissemination

• Benchmark for HEI dementia programmes

• HEDN Approval of programmes as meeting CfDE?

• Ensuring quality of delivery given lack of widespread knowledge of dementia in HEI workforce