Student experiences of taught part-time study on a postgraduate dementia studies programme: findings from an electronic questionnaire survey

Pages383-394
DOIhttps://doi.org/10.1108/JMHTEP-02-2017-0011
Published date06 November 2017
Date06 November 2017
AuthorSimon Burrow,Tim Bradshaw,Hilary Mairs,Helen Pusey,John Keady
Subject MatterHealth & social care,Mental health,Mental health education
Student experiences of taught part-time
study on a postgraduate dementia studies
programme: findings from an electronic
questionnaire survey
Simon Burrow, Tim Bradshaw, Hilary Mairs, Helen Pusey and John Keady
Abstract
Purpose The purpose of this paper is to describe the findings from an electronic questionnaire survey
which set out to explore experiences of graduates of a part-time Masters programme in dementia care at
The University of Manchester.
Design/methodology/approach An electronic questionnaire survey was sent to 57 graduates who had
studied on the programme since it began in 2003. Thematic analysis was applied to qualitative data from
responses to six open-ended questions.
Findings In total, 31 completed questionnaires were received. Four key themes were identified from the
qualitative data: juggling competing demands; experiencing personal growth and achievement; locating
sources of support; and supporting changes to practice.
Research limitations/implications Limitations included the small sample size and the survey not
covering the experiences of students who had failed to complete the first year of study.
Originality/value The study demonstrates the perceived value of dementia education at more advanced
levels for people working in professional roles in dementia care, this included professional and personal
development and supporting changes to practice. The study additionally adds to a limited evidence base
relating to how mature, health and social care students experience part-time study in higher education and
has implications for future research aimed at informing the development of appropriate course design and
employer support.
Keywords Education, Dementia, Student experience, Health and social care, Part-time, Postgraduate
Paper type Research paper
Introduction
Globally, the number of people living with dementia is estimated to be 46.8 million, forecasted to
rise to 131.5 million by 2050 (Alzheimers Disease International, 2012). Dementia currently affects
around 850,000 people in the UK, 676,000 of whom live in England, with the risk of acquiring a
dementia increasing exponentially with age (Alzheimers Society, 2012). Indeed, around one in
four people aged over 80 in the UK have a dementia, mainly Alzheimers disease, and
approximately two-thirds of all people with dementia are women (Alzheimers society, 2014).
Of the total number of people with dementia in the UK, two-thirds live in their own homes with the
remaining one-third living in a form of supportive accommodation, such as a care home
(Alzheimers Society, 2012). Family carers are the mainstay of the domestic support system for
people with dementia living at home, although research indicates that 110,000 carers are
themselves aged over 85 and likely to be experiencing at least one long-term condition (All Party
Parliamentary Group on Dementia, 2016). Over the last decade, dementia has also risen to be a
policy and political imperative with the UK Prime Minister publishing two challenges on dementia
within a relatively short time-scale (Department of Health, 2012, 2015a) with implementation
Received 21 February 2017
Revised 20 April 2017
Accepted 23 August 2017
The authors would like to thank
Linda Welch at The University of
Manchester for her administrative
support in the production of
this paper.
Simon Burrow is a Senior
Lecturer, Tim Bradshaw and
Hilary Mairs are Readers and
Helen Pusey is a Senior
Lecturer, all at the Division of
Nursing, Midwifery and Social
Work, University of
Manchester, Manchester, UK.
John Keady is a Professor of
Older Peoples Mental Health
Nursing at the Division of
Nursing, Midwifery and Social
Work/Greater Manchester
Mental Health NHS Foundation
Trust, University of
Manchester, Manchester, UK.
DOI 10.1108/JMHTEP-02-2017-0011 VOL. 12 NO. 6 2017, pp. 383-394, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE383

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