Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland

Leah Macaden

doi:10.1515/ijnes-2015-0019

Article

Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland

Leah Macaden

Published/Copyright: June 24, 2016

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From the journal International Journal of Nursing Education Scholarship Volume 13 Issue 1

Abstract

There is a global demographic transition secondary to population ageing. The number of older people living with multimorbidities including dementia has been significantly rising both in developed and developing countries. It is estimated that there would be 74.7 million people living with dementia by 2030 that would escalate to 135.46 million by 2050. 62 % of people with dementia currently live in low and middle income countries that are very poorly resourced to cope with this epidemic. Dementia is now duly recognised as a national priority within the UK and a global priority at the 2013 G8 Summit. Management and care of an individual with dementia requires a multidisciplinary approach with expertise and a competent skill base. Nurses are central to the delivery of dementia care delivery in hospitals, community and residential care settings. It is against this background that this pre-registration integrated dementia curriculum was developed to build capacity and capability with dementia expertise among the future nursing workforce in Scotland in line with the National Dementia Strategy.

Keywords: Dementia curriculum; pre-registration; nursing education; Scotland

Acknowledgements

The author would like to acknowledge input and support from Sandra Bannister, former Director of Undergraduate Programme at the School of Health Sciences, University of Stirling, towards the implementation of this curriculum within the pre-registration graduate nursing programme. She would also like to acknowledge the support received from Ruth Mantle, Alzheimer Scotland Dementia Nurse Consultant, NHS Highland in developing this curriculum. The author would specially like to acknowledge the commitment and support of all her colleagues within the school for facilitating this programme.

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Being Dementia Smart Portfolio of Evidence – Appendix 1

Student Name:………………………………Registration Number:………………………………

Semester	Signature of Student	Date	Signature of Personal Tutor	Date
Semester 1
Lead Lecture 1 - Introduction to Ageing
Lead Lecture 2 - Pathophysiology, Types, Symptoms and an overview on Dementia
Attendance at Sensory Workshop
Completion of Dementia Quiz 1
Semester 2
Lead Lecture 3 - The role of Alzheimer Scotland in dementia care
Dangling Conversations – A Reflective account
Semester 3
Small Group Discussion - Risk & Vulnerability
The Traffic Light Tool - Risk assessment
Semester 4
Lead Lecture 4 - Assessment of Cognition, Function and Behaviour in Dementia
Think Capacity, Think Consent – Scenario Based Questions
Semester 5
Lead Lecture 5 - Differentiating the Three Ds Dementia, Delirium & Depression
Lead Lecture 6 - Stress and Distress in Dementia
Completion of Dementia Quiz 2
Semester 6
Lead Lecture 7 - Polypharmacy and its impact on cognition
Skills Workshop
Semester 7
Lead Lecture 8 - Pain assessment in Dementia
Lead lecture 9 - End of life care in dementia
Completion of Dementia Quiz 3
Semester 8
Attendance at Group Work on Dementia-Friendly Design and Environment

Semester Specific Learning Outcomes Sample (Appendix 2)

Semester	Level within the Promoting Excellence Framework	Learning Outcomes (Knowledge)	Learning Outcomes (Skill/Ability)
Semester 4	Skilled Practice Level
	The Dementia Skilled Practice Level outlines the knowledge and skills required by all health and social services workers who have direct and/or substantial contact with people who have dementia.	Students will be able to:	Students will be able to:
		Gain confidence in performing and interpreting evidence-based assessments related to cognition, function (ADLs) and behaviour as required in people with dementia; Understand the human and legal rights of people with dementia for decision making/choices in the context of their own lives.	Participate, contribute and interpret evidence-based MDT assessments in practice settings; Actively support people with dementia, their families and carers, to understand the legal frameworks that facilitate choice and decision making.
Semester 5	Enhanced Dementia Practice
	The Enhanced Dementia Practice Level outlines the knowledge and skills required by health and social care workers who have more regular and intense contact with people with dementia, provide specific interventions, and/or direct and manage care and services for people with dementia.	Students will be able to: Understand the causes and signs of stress and distress for the person with dementia, their family and carers (formal & informal); Differentiate between signs of delirium, depression and depression in a practice setting; Appreciate the concept of relationship-centred model of care in dementia practice settings.	Students will be able to: Recognise triggers of Stress and Distress and intervene as appropriate; Recognise when a person with dementia, their families and carers, are experiencing anxiety and/or depression and seek appropriate resources to support them.

Received: 2015-3-26

Revised: 2016-5-4

Accepted: 2016-5-4

Published Online: 2016-6-24

Published in Print: 2016-1-1

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Articles in the same Issue

https://doi.org/10.1515/ijnes-2015-0019

Keywords for this article

Dementia curriculum; pre-registration; nursing education; Scotland