The Journal of Mental Health Training Education and Practice

Jones, Ellen; Betts, Tab

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-10-2015-0050

Purpose– The purpose of this paper is to describe the use of poetry by family carers as a way into the inner world of a person with late stage dementia, consistent with their values, preferences and experiences; enhancing the wellbeing of both the person with dementia and family carers. Design/methodology/approach– The use of poetry is being increasingly recognised as valuable in improving wellbeing for people with dementia. Poetry has an intrinsic quality which is well-suited for people with dementia: it does not require following a storyline and therefore can be enjoyed by those with no short-term memory. Findings– The paper describes the benefits to both family members and the person with dementia; the use of poetry opened up expression of deep emotions, improved communication and enriched family relationships. Research limitations/implications– Use of poetry by family carers with people with late stage dementia is under researched in the UK and further study of the impact of this intervention would be beneficial. Practical implications– Poetry can be used practically in both small groups in care homes or community settings and also one to one by family carers. Of especial value are poems that have been learnt by heart when young. Originality/value– Finally, the paper also draws attention to the positive lessons we can learn from people with dementia.

Kenny, Jocelyne; Asquith, Ian; Guss, Reinhard; Field, Elizabeth; Slade, Lewis; Bone, Alexandra; Oliver, Keith; Jones, Mark; Ryan, Chris; Brooks, Melvyn; Norris, Chris

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2015-0046

Purpose– The purpose of this paper is to demonstrate how service user involvement for people living with a diagnosis of dementia can contribute to innovate ways of training and educating a skilled healthcare workforce. Design/methodology/approach– The paper uses a case study approach, including interviews observations and reflections from facilitators and members of a service user group for people living with dementia in a recovery-based older adult service in East Kent, UK. In total, 11 people were involved in this study: five people are living with a diagnosis of dementia, two are clinical psychologists, two are trainee clinical psychologists and two are placement year psychology undergraduates. Findings– The paper shows how service user involvement groups can enable people with dementia to train a wide range of healthcare professionals in different areas, from the perspective of people living with dementia and healthcare professionals. It also reflects on the challenges that can arise through working with patients in a more collegiate way. Originality/value– This paper demonstrates that people with dementia can be involved in the training of healthcare professionals in innovative ways. It therefore suggests new ways of working with people with dementia to develop staff skills.

Adefila, Arinola; Graham, Sean; Clouder, Lynn; Bluteau, Patricia; Ball, Steven

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-10-2015-0048

Purpose– The purpose of this paper is to discuss the use of virtual reality (VR) for experiential learning in dementia training. People have different perceptions and understanding of what it is like to live with dementia, particularly those that are new to dementia care, whether in a professional capacity, or as a friend or family member. Arguably the most powerful way in which to enhance understanding is to give people a glimpse of what living with dementia might be like. Design/methodology/approach– The myShoes project aimed to create a resource that would augment a virtual environment and expose the user to an experience that gives them a sense of what living with dementia might be like. The resource was created using the latest VR and game development software. A sample group of students from a mixed range of health professions tested the resource providing in depth feedback on its immediate impact and ideas for further development. Findings– Notwithstanding the limited sample on which the simulation has been tested, carefully designing the activities and constructing a learning space that allows for reflection on being placed temporarily in another person’s shoes, appears to have enabled students to think beyond ‘treatment, to considering how the person might feel and altering their approach accordingly. Research limitations/implications– This is a pilot study. More research using VR as a training resource is planned. Practical implications– The study will support educational training, particularly that which uses virtual reality for clinicians and carers. Social implications– The adoption of a VR approach to training formal and informal carers has potential to enhance empathy and improve holistic care of people with dementia. Originality/value– The myShoes project adopts a novel approach to simulating the effects of dementia for training purposes.

Argyle, Elaine; Schneider, Justine

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2015-0047

Purpose– Formal ties between the theatre and research dissemination have only recently developed and its general efficacy is largely unknown. Here the purpose of this paper is to redress this neglect by examining the effectiveness of a research-based theatrical event in promoting dementia knowledge transfer with a group of front line care workers. The event ran over eight days and consisted of an original theatrical production followed by a chaired audience discussion and workshops. Design/methodology/approach– Questionnaires which had been developed specifically for this evaluation were completed by 863 front line workers on the day of the event, eliciting their profiles and immediate reactions. Three months after the event, 30 completed a follow-up questionnaire and eight were interviewed. Findings– Attendance was well received with high degrees of both cognitive and emotional engagement being expressed in the initial questionnaire. The follow-up evaluation suggested that these positive reactions were sustained over time. However, many taking part in this follow-up thought that their practice had not changed as a result of event attendance. This apparent discrepancy between knowledge transfer and utilisation appeared to be partly the result of the influence of contextual factors in impeding this utilisation within work settings. Originality/value– Evidence is provided on the positive impact of theatre on dementia carers’ working lives. This is sufficient to warrant further applications of this method, provided there is careful attention to embedding the messages in the workplace context and evaluating their efficacy.

Mayrhofer, Andrea; Goodman, Claire

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-04-2015-0015

Purpose– People with dementia require care at home, in care homes and in hospitals, which has implications for the current and future workforce in health and social care. To inform regional workforce development planning in dementia care, Health Education East of England commissioned an organisational audit of current dementia training at NHS Trusts and in social care across Hertfordshire and Bedfordshire. The paper aims to discuss this issue. Design/methodology/approach– Qualitative methods and non-probability purposive sampling were used for recruitment and data collection. The audit included NHS Trusts, local authorities, clinical commissioning groups, and health and social care organisations involved in commissioning and providing dementia education and training in the two counties. Findings– Whilst there was considerable investment in dementia awareness training, learning was not targeted, assessed or structured to ensure on-going professional development. Practical implications– This has implications for workforce development and career-progression for staff responsible for the care of older people with dementia. Conclusion: if a future workforce is expected to lead, coordinate, support and provide dementia care across health and social care, a qualifying curriculum could play a critical part in ensuring quality and consistency of approach and provision. Originality/value– This paper makes a timely contribution to discussions on the skills and competencies needed to equip the future workforce for dementia care across health and social care.

Morgan, Steve; Andrews, Nick

2016 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-09-2015-0045

Purpose– For health and social care services to become truly person-centred requires a fundamentally positive mindset from professionals and care workers, and a willingness to take some risks. The purpose of this paper is to explore how this will apply to delivering dementia services, where almost all of the initial impressions are of deficits, disability and disadvantage. Design/methodology/approach– The co-authors combine their knowledge and experience of supporting and developing staff working in dementia services. The concept of positive risk-taking is explored within the legislative framework of the Mental Capacity Act 2005, Safeguarding and the Care Act 2014. Findings– Practitioners face a range of challenges when it comes to supporting people living with dementia to take risks through exercising personal choices and making their own decisions. However, the concept of positive risk-taking applies equally to people living with dementia who have or who lack mental capacity in relation to their decision making. Originality/value– This paper places positive risk-taking within a context of strengths-based, values-based and relationship-based working. Practical tips are offered for putting positive risk-taking into practice.