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People with Dementia, Contributing to Learning and Teaching in Higher Education: Innovative Practice

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Russell, Christopher ORCID: https://orcid.org/0000-0001-5165-9700 (2016) People with Dementia, Contributing to Learning and Teaching in Higher Education: Innovative Practice. Dementia, 27 (4). pp. 19-25. ISSN 1471-3012 Online: 1741-2684

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Official URL: http://journals.sagepub.com/doi/abs/10.1177/147130...

Abstract

Patients and service users have a well-established role in teaching and learning on professional qualifying programmes such as such as social work and nursing. However, the role of people with dementia in contributing to educational initiatives at higher educational level remains under explored. Four people with dementia were recruited as Expert by Lived Experience Tutors for the Foundation Degree in Dementia Studies at a University in the United Kingdom. They met students regularly to support their learning. We were interested in researching whether and how this enhanced the ability of students to enable people to live well with dementia. However, we also discovered that the initiative gave insight into psychosocial aspects of dementia, and a new opportunity to explore personhood, co-production and social citizenship. That is the focus of this article.

Item Type:	Article
Additional Information:	Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.
Uncontrolled Discrete Keywords:	People with dementia, education, personhood, agency, social citizenship, co-production, professional qualifying programmes
Subjects:	H Social Sciences > H Social Sciences (General)
Divisions:	College of Health, Life and Environmental Sciences > School of Allied Health and Community
Related URLs:	http://library.worc.ac.uk/resources/libr... http://journals.sagepub.com
Depositing User:	Christopher Russell
Date Deposited:	28 Feb 2017 14:03
Last Modified:	17 Jun 2020 17:16
URI:	https://eprints.worc.ac.uk/id/eprint/5382

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