Make dementia education relevant to participants' role and experience and involve active face-to-face participation¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

This strategy directs program designers to tailor dementia education to what participants actually do and have experienced, and to deliver it through active, in-person participation. The synthesis found efficacious programs are "relevant to participants' role and experience" and "involve active face-to-face participation," engaging care staff as active learners rather than passive recipients.

Design Implications¶

Context¶

Requirements¶

• Program content must be matched to participants' role and experience, and delivery must involve active face-to-face participation.

Constraints¶

• Derived from a synthesis of studies of variable quality; the review states further robust research is required.

Target Learners¶

• Health and social care workforce staff receiving dementia education and training

Target Learning Goals¶

• Dementia knowledge and skills relevant to participants' roles, learned through active participation

Claims¶

• Common features distinguish more efficacious dementia educational programs, including role relevance, active face-to-face participation, theory-underpinned practice learning, experienced facilitation, and support for applying learning in practice [+W]

Related Strategies¶

• Segment security-training content by learner age group to maximize personal relevance

Examples¶

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Key Sources¶

• Surr CA, Gates C, Irving D et al (2017) Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature. Review of Educational Research. 87(5): 966-1002. https://doi.org/10.3102/0034654317723305