Practice based approaches to dementia mate wareware care

It all started with Aristotle, the ancient Greek philosopher. His emphasis on practical wisdom or “phronesis” highlights a timeless truth: we learn best by doing. Fast forward to today, and we’re still grappling with how to make learning stick, especially in complex fields like dementia care.

Consider Dale’s Cone of Learning. It suggests we remember 10 percent of what we read, 20 percent of what we hear, 30 percent of what we see, 50 percent of what we see and hear, 70 percent of what we say or write, and 90percent of what we do. While these exact percentages aren’t scientifically proven, they align with a crucial idea in educational theory: hands-on, practical experience is key to effective learning (Dale, 1969). And guess what? Dementia mate wareware care is no exception.

Here’s the thing – much of dementia education is still stuck in the dark ages of non-interactive webinars and e-learning. Getting a ‘speaker’ in just isn’t going to cut the mustard. There’s growing evidence that this method isn’t just ineffective; it’s potentially a waste of resources in a sector that’s already stretched thin (Surr et al., 2017).

Practice based learning

Let’s get real about the challenges in dementia mate wareware care. We’re facing common issues like denial, mental ill health and distressed behaviours, yet we’re often throwing ineffective learning strategies at them. Take, for example, working with changed behaviours. The DemCHALLENGE study by Moniz-Cook et al. (2017) showed that staff training alone isn’t enough to improve care for people with dementia mate wareware who experience distressed behaviours. We need to combine training with ongoing support and changes to care practices.

So, what’s the alternative? Enter experiential and practice-based learning. As a veteran dementia mate wareware care trainer, I’ve seen it all – from DIY sensory glasses to cotton wool in ears. These makeshift tools were our way of delivering high-impact training back in the day. Now, we’re getting tech-savvy with Virtual Reality and scenario-based avatar training. The research in these areas is promising (Wijma et al., 2018).

But here’s a thought – if we’re paying staff to leave the floor, with all those backfill costs, we need to make sure it counts, right? What if I told you that you could develop your staff without taking them away from their work?

This is where practice-based learning comes in. It recognises that knowledge is a situated activity – we learn when we engage with both people and things, including our tools of practice (Gherardi, 2009). Skilled practitioners use the building and its contents as therapeutic tools. They learn by engaging with assessment tools or care planning systems. They learn when faced with something they don’t know – and let’s face it, dementia mate wareware care is full of unknowns.

Recent research by Latham (2020) supports this view. Her ethnographic study found that care and health practitioners often learn most effectively when confronted with situations they don’t know how to handle. These ‘not knowing’ moments become catalysts for learning, pushing care and health practitioners to seek out information, ask questions, and develop new skills on the job. As Latham points out, “Learning was triggered by residents’ unpredictable behaviour and care and health practitioners’ sense of ‘not knowing what to do'”.

Culture of care

It’s crucial to note the culture of care has a strong influence on learning outcomes. A supportive, open culture that encourages questions, reflection, and continuous improvement can significantly enhance the effectiveness of practice-based learning.

This is why dementia mate wareware practice isn’t something you can fully grasp by just reading a book or sitting through a webinar. It’s about learning through doing, through trial and error. It’s about ‘ways of doing things together’ because practice is inherently social (Wenger, 1998).

At Alzheimers New Zealand, we’re paving the way for a more effective and functional workforce through innovative learning strategies. Our approach embraces on-the-job learning, reflective practice, peer learning, technology-enhanced learning, and continuous support. We’re developing tools that prompt discussion and learning right in the workplace, creating opportunities for staff to step back and reflect on their experiences, encouraging staff to learn from each other’s experiences and problem-solving approaches, exploring virtual reality and scenario-based training to provide immersive, hands-on experiences.

Remember, the truth is we often learn far more from unplanned experiences than from planned learning. That’s why our approach focuses on harnessing informal learning opportunities alongside structured programmes.

We haven’t got money to burn in the dementia mate wareware care sector. So, we have to do things smartly. Our leadership programmes are designed to equip care providers with the skills and knowledge they need to navigate the complex world of dementia mate wareware care, all while being mindful of resource constraints.

There are some exciting developments happening at Alzheimers New Zealand in the train-the-trainer and leadership space. We’re innovating our approaches to create more effective, engaging, and impactful learning experiences. These new initiatives are set to transform how we prepare and support our dementia care workforce, ensuring they’re equipped to provide the best possible care in real-world settings.

Are you ready to join us in revolutionising dementia care education? We’d love to discuss our leadership and train-the-trainer programmes with you. These programmes are designed to empower your team with the skills and knowledge needed to drive positive change in dementia care. Let’s chat about how we can work together to create real, lasting change in dementia care and build a workforce that’s truly prepared for the challenges and rewards of supporting people living with dementia mate wareware.

Find out more in our online learning system.

Other references

• Aristotle. (2009). The Nicomachean Ethics (D. Ross, Trans.). Oxford University Press.
• Dale, E. (1969). Audiovisual methods in teaching.
• Gherardi, S. (2009). Organizational knowledge: The texture of workplace learning. John Wiley & Sons.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.