​​Tom Gauci, Holly Markwell​

​​Dementia Support Australia, HammondCare​

“The ache for home lives in all of us. The safe place where we can go as we are and not be questioned.” Maya Angelou 

If you have ever contemplated what it might be like to have dementia, you may well have reflected on a desire to stay at home and not enter residential care. But the reality for carers of people living with dementia is that life at home is changed in ways that were unimaginable prior to the diagnosis. The journey from spouse or adult child to carer can leave people feeling lonely and isolated, unsure of how to navigate services or respond to the many changes the person is going through. How we support family carers to navigate this changing landscape is a key component of Dementia Support Australia’s Staying at Home (SAH) program. SAH is a carer well-being and respite retreat for people living with dementia and their family carers. The program empowers family carers with the knowledge, tools, and confidence to navigate changes in their caring role. Guests living with dementia are offered a gentle and supported introduction to respite, with opportunities to connect with others who have similar lived experiences.  

Developed in recognition of the barriers people living with dementia and their family carers face when accessing respite services, the program was a beacon of hope for Chris and Suzie. Their participation in the SAH program resulted in many changes and insights, improving the well-being of both. Suzie’s sensitivity to loud noises was causing considerable distress for both parties. From in-program discussions, Chris realised the sensitivity was a result of sensory changes linked to dementia, compounded by her hearing loss. 

Chris shared “I learnt a lot about how to communicate better with Suzie. I realised my words overwhelmed her, so I started to use non-verbal cues, reducing the number of words, and discovering new ways to connect.” 

Chris also began recognising when Suzie needed reassurance and extra attention. If he saw her getting anxious during a noisy conversation, Chris gently guided her to a quieter spot for coffee, something they both loved. During their participation, Suzie tried activities tailored to bring her joy. An unexpected highlight was when she embraced a robotic dog, Sammy, talking to it in French. Suzie was genuinely touched by the offer from the team to take Sammy home with her. 

Back at home, Suzie started painting, and they tried papier-mâché together. Suzie even played a word game accompanied by Sammy, radiating happiness. The program gave Chris and Suzie a new way to connect and find happiness in everyday moments. 

Over the past 18 months, Dementia Support Australia has delivered more than 35 SAH programs nationally in all states and territories. The sense of community, shared experience and social connection has been integral to the success of the program, with one carer commenting, “I felt I was in a safe place where I didn’t need to put on a brave face to everyone. We were with people who understood the journey we are on”.  
 
The Department of Health and Aged Care made additional funding available, with 12 new providers delivering this program across Australia, greatly increasing access to this innovative carer well-being and respite program. More information is available on the DSA website. 

*The views and opinions expressed in Knowledge Blogs are those of the authors and do not necessarily reflect those of ARIIA, Flinders University and/or the Australian Government Department of Health and Aged Care.

​​Catherine Scott​

​​Sundale Ltd​

​​Learning is gaining knowledge and skills through study, experience, or instruction. In clinical education and learning, we refer to activities that enhance healthcare professionals' knowledge, skills, and attitudes to provide effective and safe care in a changing healthcare environment.

​As the need for aged care communities continues to grow, there is a significant demand to invest in developing the workforce's knowledge, skills, and attitudes to meet current and future requirements. To achieve this, we must focus on education, training, and learning that bridges the gap between theory and practice, all within a well-evaluated and outcome-oriented framework.

​A thoughtful approach to clinical education and learning aims to create an environment of ongoing learning, allowing staff to explore new ways of working and align their knowledge and skills with the evolving demands of their roles.

​This approach has a mission:

• ​Foster a shared commitment among managers, clinical educators, and clinicians to support education and training, ensuring it is well-resourced and based on evidence.
• ​Develop education programs that are evidence-based and interdisciplinary, reflecting person-centred healthcare.
• ​Collaborate with consumers and their families to incorporate their knowledge and experiences into improving care through education.
• ​Strengthen partnerships with educational institutions to quickly apply evidence-based practices and evaluate innovative models to benefit the broader clinical education community.

​Creating and maintaining a high-quality learning environment is crucial for providing contemporary and safe healthcare. Such an environment enables staff to deliver evidence-based care and learn from clinical incidents, aligning to become a "high reliability" organisation.

​Taking a stance on clinical education and learning support is essential to equip staff to deliver safe, effective, consumer and family-centred care now and in the future. A focus on education, training, and learning is applied at the point of care, using various teaching methods that enable a seamless transition from learning to practice within a robust evaluation and outcome-focused context.

​This approach proposes five key goals for providers to consider: 

• ​Align education and learning activities with the organisation's care model and objectives. 
• ​Demonstrate a strong commitment to education and learning. 
• ​Create collaborative, evidence-based, interdisciplinary learning environments. 
• ​Strengthen partnerships to promote a culture of continuous learning. 
• ​Implement what is learned into best practices. 

*The views and opinions expressed in Knowledge Blogs are those of the authors and do not necessarily reflect those of ARIIA, Flinders University and/or the Australian Government Department of Health and Aged Care.