| CODE | GER5105 | ||||||||||||
| TITLE | Evaluation and Assessment in Dementia Care | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Gerontology and Dementia Studies | ||||||||||||
| DESCRIPTION | This study-unit scrutinises the role of evaluation and assessment in dementia care. It commences by delineating the existing range of assessment measures and evaluation aims, and in doing so, stressing the pressures between the procedural approaches adopted by standardised assessment measures and emerging theoretical frameworks of understanding the person鈥檚 experience of dementia. This study-unit also focuses on the evaluation of services, programmes and interventions for older persons with dementia, with a key focus being the significance of hearing the views and learning from the experiences of multiple stakeholders, including older persons with dementia. Mainstream types of evaluation - such as formative, summative, process and outcome evaluations - will also be presented and discussed, as well the importance of contextualising dementia care evaluations within a policy context. During this study-unit, students will be informed and taught about contemporary assessment and management of older persons with dementia by an accredited clinician. Study-unit Aims: This study-unit aims to inspect the range of evaluation and assessment measures used in the care of older people with dementia. It commences by highlighting the importance of assessment measures and evaluation objectives. It addresses the strains between the procedural approaches adopted by standardised assessment measures on one hand, and emerging theoretical frameworks of understanding the person鈥檚 experience of dementia on the other. The study-unit also encourages students to explore different definitions of evaluation, the reasons for carrying out evaluations, and the potential focus of dementia care assessments. The merits of internal and external evaluation are examined, whilst the different techniques that can be employed to evaluate dementia care are discussed and evaluated. A key focus of the study-unit is the importance that older persons with dementia, and their informal carers, as well as multiple stakeholders, have a role in assessment measures and evaluation objectives. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognise and examine the various approaches to the various assessment measures and evaluation objectives of dementia care; - Describe the theoretical frameworks and empirical challenges involved in the attempt to improve assessment and evaluation measures and practices; - Review contemporary developments in social and health care assessments of the needs of persons with dementia; - Examine the value of different evaluative frameworks and methods of dementia care; - Examine the value of different published dementia care evaluations; - Understand how the involvement of people with dementia can be maximised in the assessment of dementia and the evaluation of dementia care. 2. Skills: By the end of the study-unit the student will be able to: - Appraise current developments in assessment measures and evaluation objectives in dementia care; - Assess the issues around assessment measures and evaluation of dementia care; - Differentiate between theory and policy to practice in the care of older persons with dementia; - Critique their own preparation for assessing and evaluating older persons with dementia; - Operate ways as how to improve dementia care practice, as well as management of staff in dementia care settings and communication skills with older persons with dementia; - Recognise the theoretical framework for assessment and evaluations underpinning the process of assessment and evaluation; - Conduct a critical appreciation of participation principles underpinning the involvement of people with dementia in assessment and evaluation. Main Text/s and any supplementary readings: Main Texts: - Moye, J. (Ed.). (2020). Assessing capacities of older adults: A casebook to guide difficult decisions. American Psychological Association. - Hickey, E. M., & Bourgeois, M. S. (Eds.). (2018). Dementia: person-centered assessment and intervention (2nd ed.). Routledge, Taylor & Francis Group. - Pachana, N. A., & Laidlaw, K. (Eds.). (2015). The Oxford handbook of clinical geropsychology (First edition.). Oxford University Press. - Smith, G.E. & Bondi, M.W. (2013). Mild cognitive impairment and dementia: Definitions, diagnosis, and treatment. Oxford: Oxford University Press. Supplementary Readings: - Neves, B. B., Vetere, F., Neves, B. B., & Vetere, F. (2019). Ageing and Digital Technology: Designing and Evaluating Emerging Technologies for Older Adults (1st ed. 2019.). Springer Singapore Pte. Limited. - Ravdin, L. D., & Katzen, H. L. (Eds.). (2019). Handbook on the Neuropsychology of Aging and Dementia (2nd ed. 2019.). Springer International Publishing. - Bayles, K. A., Tomoeda, C. K., & McCullough, K. C. (2013). MCI and Alzheimer鈥檚 dementia鈥�: clinical essentials for assessment and treatment of cognitive-communication disorders (1st ed.). Plural Publishing, Inc. - Marshall, K. (2016). A creative toolkit for communication in dementia care. Jessica Kingsley Publishers. - Moore, R. J. (Ed.). (2018). Handbook of Pain and Palliative Care: Biopsychosocial and Environmental Approaches for the Life Course (2nd ed. 2018.). Springer. - Shea, T. (2012). Dementia. New York: Rosen Publisher. |
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| STUDY-UNIT TYPE | Lecture, Group Learning and Online Learning | ||||||||||||
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| LECTURER/S | Patrick Barbara Rosette Farrugia Bonello (Co-ord.) Roberta Sultana |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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