Dementia is our “biggest expanding caseload”: Core learning for student speech and language therapists
Year: 2025
Type: article
Study design: Observational Study
Abstract: Dementia is a relatively recent addition to the speech and language therapist's clinical role. Given the increase in prevalence of dementia, a review of current student speech and language therapy training on this topic is essential to ensure the profession can meet the needs of this expanding population. This study therefore aimed to understand the current support and training being provided for pre-registration student speech and language therapists on the topic of dementia across UK universities and explore the experiences and views of lecturers delivering this training. This study used an explanatory sequential mixed-methods study, employing a survey which consequently informed two focus groups. In total 18 participants from 16 universities participated in the study. Reflexive thematic analysis identified six main themes in the focus group data; 1. Dementia is a vast and therefore complex topic, 2. There are biases about dementia within and outside the profession, 3. Students bias towards dementia can be shifted through exposure, 4. Teaching could be enhanced by threading dementia through the curriculum, 5. There are several tensions in teaching on dementia: Possibilities versus clinical realities now and in the future, and 6. Dementia teaching must focus on person centeredness. The results emphasise the need for a paradigm shift in the teaching of student speech and language therapists. Underpinned by the principles of person-centered care five core components for teaching dementia student speech and language therapists were synthesized comprising 1. Challenge stereotypes around dementia, 2. Focus on speech, language and communication across dementias, 3. Teach them to build a relationship with people affected by dementia, 4. Teach goal setting for a progressive trajectory, 5. Prepare them to advocate for gold standard. Future research should work with people with dementia to further refine the core components for teaching student speech and language therapists.
Source: PLoS ONE
Authors: Anna Volkmer, Reem S. W. Alyahya, Hannah. P Atkinson, Arpita Bose, Hannah Britton, Lindsey Collins, Katie Earing, James Farraday, Dharinee Hansjee, Mary Heritage, Sophie Mackenzie, Sally Pratten, Catherine Tattersall, Daniel Underdown, Allison Virgilio, Nicola Withford-Eaton, Mirjam Gauch, Richard Talbot, Jackie Kindell
Institutions: University College London, University of London, St George's, University of London, City St George's, University of London, University of Essex, University of Reading, Queen Margaret University, University of Bradford, Cardiff Metropolitan University, Newcastle upon Tyne Hospitals NHS Foundation Trust, Newcastle University, University of Greenwich, University of Lincoln, Health Sciences University, Manchester Metropolitan University, University of Sheffield, Plymouth Marjon University, University of Huddersfield, Birmingham City University, Johannes Gutenberg University Mainz, University Medical Center of the Johannes Gutenberg University Mainz, University of Manchester
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $2,382
OpenAlex ID: W4417133805