Establishing the priorities for dementia care curricula in higher education: the views of carers of people living with dementia and Admiral Nurses

The study focused on understanding the perspective of carers of people living with dementia and Admiral Nurses. The aim being to produce a broader insight into understanding dementia care education priorities in the higher education curricula for student nurses. To achieve this the study focused on four research objectives, these were: 1. To obtain the views of carers of people living with dementia regarding the key dementia education priorities for student nurses. 2. To obtain the views of Admiral Nurses regarding the key dementia education priorities for student nurses. 3. To determine if there are key differences in terms of the education priorities between the two groups. 4. To establish how their views inform the dementia education priorities in the pre-registration nursing curricula. The research has incorporated a pragmatic approach. To maintain congruence and philosophical alignment, this study used a qualitative e-Delphi method of data collection to solicit the views of the expert groups and reach consensus. The expert views obtained in this study emphasised the diverse ways that dementia can impact the person living with the condition and their family. When comparing the views of carers to the views of Admiral Nurses key differences were established. Admiral Nurses identified 34 topic areas, whereas the carers identified 12. The study provided further evidence regarding the complexity of dementia education and demonstrated the breadth of knowledge needed to deliver dementia care. Nine key recommendations have been put forward, these include: the need for direct reference to dementia to be included within the platforms of the standards of proficiency for registered nurses (Nursing and Midwifery Council (NMC), 2024a). Student nurses’ need an understanding of dementia. Education on the brain and the changes that occur because of dementia, including an understanding of memory is recommended. Emphasis was placed on the importance of person-centred care and family centred care; this was seen as being essential. Alongside this it was felt that focus needs to be placed on seeing the positive aspects of what the person living with dementia is still able to do rather than what they have lost. Student nurses need to develop knowledge and skills in communication and dementia. Managing distress reactions and pain, using non-pharmacological approaches was highlighted as important. Student nurses require educational content relating to the progressive nature of dementia. Student nurses need to be aware of the impact of dementia on the carer and be able to support them by having an awareness of the services available in their local area.

Citation

Yates, S. (2025) Establishing the priorities for dementia care curricula in higher education: the views of carers of people living with dementia and admiral Nurses. University of Wolverhampton. https://wlv.openrepository.com/handle/2436/626070

Publisher

University of Wolverhampton

URI

https://wlv.openrepository.com/handle/2436/626070

Type

Thesis or dissertation

Language

en

Description

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the Professional Doctorate in Health and Wellbeing.

Collections

Theses and Dissertations