Dementia Awareness — Ascentis Entry Level Foundations for Learning Revision
This element introduces learners to the fundamentals of dementia, including its definition as a progressive neurological syndrome, key theoretical models,
Topic Synopsis
This element introduces learners to the fundamentals of dementia, including its definition as a progressive neurological syndrome, key theoretical models, the most common types and their underlying causes, and the factors shaping an individual’s lived experience. It equips learners with foundational knowledge to support person-centred care and enhance communication with people living with dementia in health, social care, or community settings.
Key Concepts & Core Principles
- Personal Goal Setting: Understanding and applying the SMART (Specific, Measurable, Achievable, Relevant, Time-bound) framework to create effective personal and learning goals.
- Effective Communication: Mastering verbal, non-verbal, and written communication techniques, including active listening, giving and receiving feedback, and adapting communication for different audiences and purposes.
- Problem-Solving Strategies: Utilising structured approaches to identify problems, brainstorm solutions, evaluate options, make decisions, and reflect on outcomes, often through real-world scenarios.
- Learning Styles and Metacognition: Identifying individual learning preferences (e.g., VAK, Kolb's learning cycle) and developing metacognitive skills – thinking about one's own thinking and learning processes – to improve study habits and information retention.
- Teamwork and Collaboration: Understanding roles and responsibilities within a team, contributing effectively, managing conflict constructively, and appreciating the benefits of collaborative work in achieving shared objectives.
- Digital Literacy and Online Safety: Developing skills to navigate digital environments safely and effectively, including using common software, conducting online research, and understanding cyber security and digital etiquette.
Exam Tips & Revision Strategies
- In written assignments, always reference a recognised model (e.g., Kitwood’s person-centred model) to strengthen your arguments.
- When describing types of dementia, use correct terminology and explain the differences clearly to achieve higher marks.
- For case studies, apply the theoretical models to the scenario rather than just stating them.
- Proofread your work to ensure you use respectful language (e.g., ‘person living with dementia’) and avoid common misconceptions.
- Use clear examples to illustrate theoretical models, such as comparing medical and social perspectives of dementia.
- When discussing types, ensure you link each type to its specific cause and typical symptoms to demonstrate detailed knowledge.
- In assignments, always consider the person behind the diagnosis – relate factors to individual experiences.
- Revise the key differences between common dementia types to avoid confusion in assessment questions.
Common Misconceptions & Mistakes to Avoid
- Confusing dementia with occasional memory lapses in normal ageing.
- Assuming that all memory loss is Alzheimer’s disease.
- Overlooking the social and psychological aspects of dementia, focusing solely on medical symptoms.
- Using stigmatising language (e.g., ‘sufferer’) in descriptions.
- Confusing dementia with normal age-related memory loss
- Assuming all individuals with dementia have the same symptoms and progression
Examiner Marking Points
- Award credit for correctly defining dementia as a syndrome, not a specific disease, in line with a recognised diagnostic manual (e.g., ICD-11).
- Assess the learner’s ability to contrast the biomedical model (focus on pathology and cure) with the social model (focus on disability and inclusion) with specific examples.
- Check for accurate listing of at least two common types (e.g., Alzheimer’s, vascular, Lewy body) and their main causes.
- Evaluate whether the learner provides practical examples of how environment (e.g., noise, signage) or communication style impacts a person with dementia.
- Credit for using respectful, person-first language (e.g., ‘person living with dementia’) throughout.
- Award credit for providing a clear definition of dementia that highlights it as a progressive syndrome, not a normal part of ageing.
- Credit identification of key features of the medical model (e.g., focus on pathology) and social model (e.g., emphasis on environmental barriers).
- Expect listing of three or more types such as Alzheimer's, vascular, and frontotemporal dementia with correct associated causes.