- Organisation
- ZDUS - Zveza društev upokojencev Slovenije
- Web site
- Table of contents
-
- good practices of teaching in the community
- Keywords
-
- burnout and carers
- teaching strategies
- Health literacy
How to start an engaging and meaningful teaching experience about dementia
“I never start my workshop with which are the 10 early signs of dementia.”
L.B., Adult educator on teaching about dementia in the community, Slovenia
Increased health literacy has the power to produce changes in communities. If you ask people who should know more about dementia in the community, they say the police, the post officer, food vendor’s, cafes, our neighbours, everybody!
Teaching about dementia should happen in informal learning settings, in community spaces and it needs to be done by adult educators who have an understanding about dementia that goes beyond the pure medical aspect.
As we have different types of learners and their needs, the teaching should be open, inviting and inclusive.
“I educate about dementia in small community neighbourhoods. If three people come to my workshop, we have a simple discussion, but if 10 people show up then I prepare a different structure …” (L.B., adult educator)
Teaching about dementia should not come from theoretically knowledge. It should come from lived experience of people with dementia and their carers. There are tools which can be used as starting points for group debates.
Here is an example if the learners are carers of people with dementia:
Have your heard of The Modified Caregiver Strain Index (MCSI)? It is an easy to use tool for early detection of burnout among carers. It consists of 13 questions, focusing on financial, physical, psychological, social and personal aspects of providing care for people with dementia.
“I never start my workshop with which are the 10 early signs of dementia.”
L.B., Adult educator on teaching about dementia in the community, Slovenia
Increased health literacy has the power to produce changes in communities. If you ask people who should know more about dementia in the community, they say the police, the post officer, food vendor’s, cafes, our neighbours, everybody!
Teaching about dementia should happen in informal learning settings, in community spaces and it needs to be done by adult educators who have an understanding about dementia that goes beyond the pure medical aspect.
As we have different types of learners and their needs, the teaching should be open, inviting and inclusive.
“I educate about dementia in small community neighbourhoods. If three people come to my workshop, we have a simple discussion, but if 10 people show up then I prepare a different structure …” (L.B., adult educator)
Teaching about dementia should not come from theoretically knowledge. It should come from lived experience of people with dementia and their carers. There are tools which can be used as starting points for group debates.
Here is an example if the learners are carers of people with dementia:
Have your heard of The Modified Caregiver Strain Index (MCSI)? It is an easy to use tool for early detection of burnout among carers. It consists of 13 questions, focusing on financial, physical, psychological, social and personal aspects of providing care for people with dementia.
How to start an engaging and meaningful teaching experience about dementia
“I never start my workshop with which are the 10 early signs of dementia, as half of the learners will leave immediately.”
L.B., Adult educator on teaching about dementia in the community in Slovenia
The importance of information and knowledge about dementia in communities can be shown on various examples. When you ask people who should know more about dementia in the community, their most common answer would be the police, the post officer, food vendor’s, cafes, our neighbours etc. Although there are several dementia related lectures and workshops available, there are mostly done by health care professionals or are mostly directed to health care providers. There is an increased need of such education to be available in informal learning settings in the communities (community spaces) and most importantly they need to be done by adult educators who have an understanding about dementia that goes beyond the pure medical aspect of the condition.
Teaching about dementia should not only be reserved to people living with dementia, their caregivers and medical staff, it needs to be spread to all working forces and any discipline out there. If we really want to address stigma and prejudice and build inclusive communities, increased health literacy has the power to produce changes in the communities.
“I educate about dementia in small community neighbourhoods. And if three people come to my workshop, we have a simple discussion, but if 10 people show up then I prepare a different structure … I adapt to the needs of the learners. Not every person needs the same.” (L.B.)
Also, teaching dementia should not follow a special pre-set structure. Bearing in mind different types of learners and their needs, the teaching should be open, inviting and inclusive, with opportunities for the learners to share their lived experience on dementia.
“I educate about dementia in small community neighbourhoods. If three people come to my workshop, we have a simple discussion, but if 10 people show up then I prepare a different structure … I adapt to the needs of the learners. Not every person needs the same.” (L.B., adult educator)
So, how to set up your teaching? Not theoretically, but from lived experience of your learners. There are tools which you can search for as starting points for group debates.
Here is an example if your learners are carers of people with dementia:
Have your heard of The Modified Caregiver Strain Index (MCSI)? Developed by the Advancing Care Excellence for Alzheimer’s Patients and Caregivers it is one of the Alzheimer’s Teaching Strategies that adult educators might find useful. It is a useful tool which you might use for early detection of burnout among carers attending your workshop. It is easy to use and consists of 13 questions, focusing on financial, physical, psychological, social and personal aspects of providing care. The questions can be prepared interactively and as starting points for discussion about dementia care.
Teaching about dementia should not only be reserved to people living with dementia, their caregivers and medical staff, it needs to be spread to all working forces and any discipline out there. If we really want to address stigma and prejudice and build inclusive communities, increased health literacy has the power to produce changes in the communities.
“I educate about dementia in small community neighbourhoods. And if three people come to my workshop, we have a simple discussion, but if 10 people show up then I prepare a different structure … I adapt to the needs of the learners. Not every person needs the same.” (L.B.)
Also, teaching dementia should not follow a special pre-set structure. Bearing in mind different types of learners and their needs, the teaching should be open, inviting and inclusive, with opportunities for the learners to share their lived experience on dementia.
“I educate about dementia in small community neighbourhoods. If three people come to my workshop, we have a simple discussion, but if 10 people show up then I prepare a different structure … I adapt to the needs of the learners. Not every person needs the same.” (L.B., adult educator)
So, how to set up your teaching? Not theoretically, but from lived experience of your learners. There are tools which you can search for as starting points for group debates.
Here is an example if your learners are carers of people with dementia:
Have your heard of The Modified Caregiver Strain Index (MCSI)? Developed by the Advancing Care Excellence for Alzheimer’s Patients and Caregivers it is one of the Alzheimer’s Teaching Strategies that adult educators might find useful. It is a useful tool which you might use for early detection of burnout among carers attending your workshop. It is easy to use and consists of 13 questions, focusing on financial, physical, psychological, social and personal aspects of providing care. The questions can be prepared interactively and as starting points for discussion about dementia care.
Have your say:
- Have you held a workshop or training about dementia?
- How was your experience?
Last edited by a moderator: