By reading this question, picking out the key words, and using your knowledge of how to write essays, you can see that you might want to do any of the following:
? Briefly introduce the topic, briefly describe your reflective approach/model of reflection, and give your thesis statement;
? Reflect on, discuss and critically evaluate your learning about care in dementia;
? Discuss and critically evaluate how your learning has or may impact upon your professional practice and has or may contribute to your professional and personal development;
? Draw conclusions about what you have discussed, based on your critical evaluation.
Write a reflective summary and critically evaluate how your learning about End of Life care in dementia has or may impact upon your professional practice and has or may contribute to your personal and professional development.
The first campus teach-in on Vietnam took place at the University of Michigan on March 24-25, 1965, the same month that U.S. troops landed in Danang. Over 3,000 people showed up on the Ann Arbor campus for lectures and discussions that ran through the night. The purpose, as one flyer put it, was to focus attention “on this war, its consequences, and ways to stop it.” The educational venue quickly spread to other campuses. Within one week, thirty-five more had been held; and by the end of the year, 120 had taken place. Some were organized locally, others by the Universities Committee on Problems of War and Peace, a three-year old group based at Wayne State University. For Doug Dowd, a Cornell University professor, lifelong leftist, and activist organizer, the teach-ins were an exhilarating experience. He had gone through the Red Scare period when “you couldn’t get anybody to say anything about the Korean War…. Everybody was scared.” The teach-ins aimed to both educate people on the issues and inspire greater confidence in questioning political authorities and foreign policy experts.
? Objectives: o To understand national policy drivers for end of life care
o To understand the core skills required to undertake conversations with service users and carers about advanced care decisions following a diagnosis of dementia
o To describe biological, psychological, social, spiritual and cultural dimensions of end of life care
o To be aware of evidenced-based care pathways for people who are at the end of their life (e.g. the Liverpool Care Pathway)
End of life care
o 1. National policy drivers for end of life care
o 2. Advanced care decisions in dementia
o 3. Dimensions of end of life care and evidenced-based care pathways