How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme

Sube Banerjee; Nicolas Farina; Stephanie Daley; Wendy Grosvenor; Leila Hughes; Molly Hebditch; Sophie Mackrell; Ramin Nilforooshan; Chris Wyatt; Kay de Vries; Inam Haq; Juliet Wright

doi:10.1002/gps.4602

How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme

Sube Banerjee, Nicolas Farina, Stephanie Daley, Wendy Grosvenor, Leila Hughes, Molly Hebditch, Sophie Mackrell, Ramin Nilforooshan, Chris Wyatt, Kay de Vries, Inam Haq, Juliet Wright

University of Brighton

Research output: Contribution to journal › Article › peer-review

Abstract

Objectives: placements, often fails to deliver an understanding of the experiences of those with long-term conditions, a growing issue for healthcare systems. Responses include longitudinal integrated clerkships and senior mentor programmes allowing students learn about chronic illness and patient experience. We review their development and delivery in dementia and present the Time for Dementia (TFD) Programme, a novel 2-year interdisciplinary educational programme.Traditional healthcare education, delivered through a series of time-limited clinical’ longer placements, continuity of contact and opportunities to Design: professionals in training including longitudinal integrated clerkships and senior mentor programmes and a case study of the development of TFD and its evaluation.The study design involves a scoping review of enhanced placements in dementia for healthcare Results: compulsory and all lasted 12 months. All reported positive impact from case study designs but data quality was weak. Building on these, TFD was developed in partnership between the Alzheimer Society, universities and NHS and made a core part of the curriculum for medical, nursing and paramedic students. Students visit a person with dementia and their family in pairs for 2 h every 3 months for 2 years. They follow a semi-structured interaction guide focusing on experiences of illness and services and complete reEight enhanced programmes in dementia were identified and seven in the USA. None were’sflective appraisals. Conclusions: healthcare professionals to be able to understand and manage the people with the long-term conditions who current systems often fail. TFD is designed to help address this need. Journal of Geriatric Psychiatry Published by John Wiley & Sons Ltd.We need interprofessional undergraduate healthcare education that enables future# 2016 The Authors. International Key words: programme; interdisciplinary learning; long-term conditions; multi-morbidityhealthcare education; dementia; Alzheimer’s disease; longitudinal integrated clerkship; senior mentorship

Original language	English
Pages (from-to)	68-75
Number of pages	8
Journal	International Journal of Geriatric Psychiatry
Volume	32
Issue number	1
DOIs	https://doi.org/10.1002/gps.4602
Publication status	Published - 10 Oct 2016

Bibliographical note

© 2016 The Authors. International Journal of Geriatric Psychiatry Published by John Wiley & Sons Ltd.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Keywords

healthcare education
dementia
Alzheimer’s disease
longitudinal integrated clerkship
senior mentorship programme
interdisciplinary learning
long-term conditions
multi-morbidity

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Banerjee, S., Farina, N., Daley, S., Grosvenor, W., Hughes, L., Hebditch, M., Mackrell, S., Nilforooshan, R., Wyatt, C., de Vries, K., Haq, I., & Wright, J. (2016). How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme. International Journal of Geriatric Psychiatry, 32(1), 68-75. https://doi.org/10.1002/gps.4602

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abstract = "Objectives: placements, often fails to deliver an understanding of the experiences of those with long-term conditions, a growing issue for healthcare systems. Responses include longitudinal integrated clerkships and senior mentor programmes allowing students learn about chronic illness and patient experience. We review their development and delivery in dementia and present the Time for Dementia (TFD) Programme, a novel 2-year interdisciplinary educational programme.Traditional healthcare education, delivered through a series of time-limited clinical{\textquoteright} longer placements, continuity of contact and opportunities to Design: professionals in training including longitudinal integrated clerkships and senior mentor programmes and a case study of the development of TFD and its evaluation.The study design involves a scoping review of enhanced placements in dementia for healthcare Results: compulsory and all lasted 12 months. All reported positive impact from case study designs but data quality was weak. Building on these, TFD was developed in partnership between the Alzheimer Society, universities and NHS and made a core part of the curriculum for medical, nursing and paramedic students. Students visit a person with dementia and their family in pairs for 2 h every 3 months for 2 years. They follow a semi-structured interaction guide focusing on experiences of illness and services and complete reEight enhanced programmes in dementia were identified and seven in the USA. None were{\textquoteright}sflective appraisals. Conclusions: healthcare professionals to be able to understand and manage the people with the long-term conditions who current systems often fail. TFD is designed to help address this need. Journal of Geriatric Psychiatry Published by John Wiley & Sons Ltd.We need interprofessional undergraduate healthcare education that enables future# 2016 The Authors. International Key words: programme; interdisciplinary learning; long-term conditions; multi-morbidityhealthcare education; dementia; Alzheimer{\textquoteright}s disease; longitudinal integrated clerkship; senior mentorship",

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author = "Sube Banerjee and Nicolas Farina and Stephanie Daley and Wendy Grosvenor and Leila Hughes and Molly Hebditch and Sophie Mackrell and Ramin Nilforooshan and Chris Wyatt and {de Vries}, Kay and Inam Haq and Juliet Wright",

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Banerjee, S, Farina, N, Daley, S, Grosvenor, W, Hughes, L, Hebditch, M, Mackrell, S, Nilforooshan, R, Wyatt, C, de Vries, K, Haq, I & Wright, J 2016, 'How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme', International Journal of Geriatric Psychiatry, vol. 32, no. 1, pp. 68-75. https://doi.org/10.1002/gps.4602

How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme. / Banerjee, Sube; Farina, Nicolas; Daley, Stephanie et al.
In: International Journal of Geriatric Psychiatry, Vol. 32, No. 1, 10.10.2016, p. 68-75.

Research output: Contribution to journal › Article › peer-review

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AU - Hughes, Leila

AU - Hebditch, Molly

AU - Mackrell, Sophie

AU - Nilforooshan, Ramin

AU - Wyatt, Chris

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AU - Haq, Inam

AU - Wright, Juliet

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How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme

Abstract

Bibliographical note

Keywords

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