Cook N.1, Horgan T.2
1Coventry University, Coventry, United Kingdom, 2Coventry University, Faculty of Health & Life Sciences, Coventry, United Kingdom
Background: Dementia prevalence has increased rapidly within the UK and puts great strain on the NHS and healthcare professionals. With 815,827 persons with dementia in the UK as of 2013 (Alzheimer's society 2014) and these numbers are set to increase with the ageing population leading to an increase by 40% over the next 12 years with 1,142,677 cases by 2025. Currently, dementia costs the UK £23 billion a year and with this set to treble over the next 3 years.
Government and NHS policy have reflected this by mandating an improvement in the education of dementia within higher education, to ensure a skilled and knowledgeable workforce (Department of Health 2013). Students across the health professions have reported being unprepared to manage patients with dementia on clinical placement and the training students receive has been highlighted as lacking some key areas. Little is known about physiotherapists student's perceptions of their training about dementia and its impact upon their clinical placement, this study seeks to explore these concepts.
Government and NHS policy have reflected this by mandating an improvement in the education of dementia within higher education, to ensure a skilled and knowledgeable workforce (Department of Health 2013). Students across the health professions have reported being unprepared to manage patients with dementia on clinical placement and the training students receive has been highlighted as lacking some key areas. Little is known about physiotherapists student's perceptions of their training about dementia and its impact upon their clinical placement, this study seeks to explore these concepts.
Purpose: This study aims to discover the perceptions of 3rd year physiotherapy students at a UK university, about their training and preparedness to treat patients with dementia on clinical placement.
Methods: A qualitative phenomenological research design was selected. Ethical issues were taken into consideration throughout the study. A focus group took place with 3rd year physiotherapy students who had experience with patients with dementia whilst on clinical placement. Thematic analysis was used to analyse the data collected from the focus group.
Results: Five themes emerged from the data. Four of the themes; Experiences with patients, Preparedness, Training and Expectation/Attitudes highlighted students thoughts and feelings about their experiences within university and whilst on placement. These four themes interacted with one another to create the final theme of training recommendations. Training recommendations signifies the students proposals and thoughts regarding changes that can be applied within the university to improve the training provided to students.
Conclusion(s): Students felt underprepared by the university to treat patients with dementia on placement. Students reported that there was little dedicated dementia training in university and that training that was focused on pathology was not beneficial. Students enjoyed the informal first hand practical training received on placement.
Implications: This study highlighted that current dementia training at a UK university was insufficient and needs adaptation. Recommendations for training made by the students encourage a practical learn by doing approach to the education of patients with dementia. The increased prevalence of dementia means the workforce of the future need to develop these skills and be prepared when entering practice.
Funding acknowledgements: Unfunded.
Topic: Education: methods of teaching & learning
Ethics approval: Coventry University Ethics committee.
All authors, affiliations and abstracts have been published as submitted.
