Dementia care
Dementia care
Feature
Training for staff
Two days of training was provided for care home staff and volunteers at the residential home . The overall aim was to upskill staff and volunteers to continue to provide reminiscence activities once the 10-week programme had finished .
Through the use of the techniques and activities , I noted over the two days how relationships and collaborative working were developed between staff and volunteers and a readiness to engage with the programme .
Listening skills ran through the training days , including allowing time for processing information . A range of arts-based approaches were integrated , such as drawing , non-verbal communication through gestures , mime and performance , to support the engagement of people with dementia .
I witnessed my own experiences captured in the form of art on a flip chart and through performance . I saw the impact of standing back and viewing my past experiences through performance as an observer and the use of visualisation . The activities also served to generate discussion as questions were asked .
I was aware of the need for sensitivity when activities were introduced during the training , for example sharing experiences from childhood . Childhood was not a happy time for all and it was important to protect the wellbeing of all those engaging and the right not to disclose information .
Providing training in the residential home enabled more staff and volunteers to attend and reduced travel costs , but some staff were called back to work duties , which affected the level of engagement and experience .
There was discussion about developing a special interest group and I noticed less attention to staff grades or roles as the group developed .
Planning for success
Planning , preparing , delivering and evaluating the sessions were very important for the success of the Remembering Yesterday , Caring Today programme .
The earlier sessions were delivered in a large room on the ground floor , which was beneficial in providing a large space and promoting safety for residents who used wheelchairs or walking equipment .
It was soon recognised that it created challenges for those who were softly spoken or had hearing loss .
Moving from large groups to small tables aided communication , provided a personalised approach with individual support and attention , and promoted active participation .
Due to the resident ’ s needs and the availability of the room , later sessions took place on the home units . This proved to be successful in encouraging greater attendance and interest from those who had been reluctant or nervous about leaving a familiar space .
It did however create some challenges in using performance arts , due to the lack of space . The most important aspect was creating a friendly , fun and stimulating environment . Delivering the sessions in the care home had the added bonus of not requiring transport for the residents , but could involve costs for the family members who were encouraged to attend .
Having staff and volunteers from the residential home involved in the programme was extremely valuable . They brought a wide range of skills , knew the residents well and could identify their needs .
This enabled sessions to be adapted , for example not having activities that required sitting for long periods and awareness of emotive topics such as resident ’ s personal experience of the Second World War .
The familiar faces of staff also created greater levels of confidence from residents . The success of the group was also shaped by the high number of staff and volunteers in attendance enabling almost one-to-one support to be provided .
Cultural competence
I was aware of the importance of cultural competence and the need to better understand Jewish festivals and events that shaped many of the resident ’ s daily life . I reflected on how residents and family members had improved my knowledge and understanding as they shared the significance of different events in the Jewish calendar .
Events were also captured in their memory books , for example ‘ Shabbat ’ just before sunset on Friday evenings . It was important to be sensitive to cultural beliefs , and dates of sessions were also adjusted to accommodate the Jewish festivals .
Facilitation and feedback
Facilitators circulated the plan via email in advance of the session and at the briefing . Staff in the home gave updates on any changes in the health or wellbeing of residents .
Roles were allocated , such as preparing the flip chart to introduce the topic , reviewing the content of the previous week , leading specific parts of the programme and providing a summary at the end .
Displaying the artefacts and photographs on tables and chairs facilitated discussion and interaction prior to the official start of
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