1. Insert date here if needed Development of the Curriculum for Dementia Education (HEDN) January 2014 HEE workshop

2. 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/

3. 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

4. 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.

5. 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.

6. 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

7. 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

8. Respondents to Consultation on CfDE 2010

9. 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

10. 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

11. 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)

12. 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

13. Differentiating between different levels Academic levelDescription Level 5 DipHE Final year of Foundation Degree High level of knowledge and skills applied to practice Level 6 Final year of Honours Degree Criticality and reflection Level 7 Masters degree Synthesis of concepts and theories drawn from different disciplines, high level of critical reflection, originality.

14. Example Learning outcomes ContentLearning 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 6Demonstrate how their appreciation of the feelings and perspectives of people with dementia impacts on practice Level 7Critically 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.

15. Curriculum for UK Dementia Education (2013) Introduction Core Topics (Level 6) Full Curriculum topics (Levels 5-7) Literature review Equality Impact Assessment Content Index

18. Core Topic

19. Full Curriculum topic

20. 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 + CfDE

21. Embedding the CfDE in pre-registration courses - Example Common Foundation Programme Adult branch 2. Identification of dementia 3. Understanding experience & communication 5. Equality, diversity, inclusion 10. Key professional abilities and collaborative working 1. Prevention 4. Partnerships with carers and families 6. Person-centred care, assessment and planning 7. Legal and ethical aspects 8. Holistic health and supporting daily life 9. End-of-life palliative care

22. Embedding the CfDE in pre-registration courses - Example Common Foundation Programme 2. Identification of dementia 3. Understanding experience & communication 5. Equality, diversity, inclusion 10. Key professional abilities and collaborative working 1. Prevention 4. Partnerships with carers and families 7. Legal and ethical aspects Child branch

23. Embedding the CfDE in pre-registration courses – A spiral curriculum Year 1 Fundamental Principles in Nursing Practice Principles of Professional Practice Clinical Practice 1 Developing Nursing Practice Clinical Practice 2 Year 2 Therapeutic Nursing Care Evidencing Professional Practice Clinical Practice 3 Developing Competency in Nursing Practice Clinical Practice 4 Year 3 Proficiency 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

24. 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

25. 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