Oral Presentation Australian and New Zealand Society for Geriatric Medicine Annual Scientific Meeting 2026

“A gateway of possibilities”: A reminiscence program inspiring undergraduate healthcare students to work with people with dementia (#54)

Katrina Anderson 1 2 , Annaliese Blair 1 2 , Sunil Bhar 3 , Rebecca Collins 1 , Catherine Bateman 1 , Michael Bird 1 , Ian Cameron 4 , Sue Kurrle 4 , Victoria Traynor 5 6 , Sarah MacPherson 1 , Michelle Chate 6 , Tracy Comans 7 , Elaine Todd 1
  1. School of Medicine and Psychology, Australian National University, Canberra, ACT, Australia
  2. Aged Care Evaluation Unit, Southern NSW Local Health District, Queanbeyan, NSW, Australia
  3. Swinburne Wellbeing Clinic for Older Adults, Swinburne University of Technology, Melbourne, Victoria, Australia
  4. Sydney Medical School, University of Sydney, Sydney, NSW, Australia
  5. University of the Sunshine Coast, Sippy Downs, Queensland, Australia
  6. Warrigal Aged Care, Albion Park, NSW, Australia
  7. National Ageing Research Institute, Melbourne, Victoria, Australia

Aims: Inspiring healthcare students to consider working in geriatrics and dementia is vital for future workforce requirements. The Know Me program trains healthcare students to reminisce with residential aged care home (RACH) residents with dementia, exposing students to working with this population early in their training and career trajectory. The aim is to improve their attitudes towards people with dementia, improve person-centred communication skills, and foster an interest in future work with older people.

Methods: Healthcare students (n=43, mean age 27.22 years, SD=12.09) completed 16 weekly training sessions and weekly reminiscence sessions with people with dementia in RACH. Repeated measures surveys of student dementia attitudes and skills at pre-, post-intervention and 6-month follow-up. Interviews were conducted at follow-up.

Results: A statistically significant increase in positive attitudes to dementia post-training (n=43, z=-4.989, p<.001).

All participants self-reported improved skills in active listening, counselling, communication and validation (87.8% very much/extremely improved). Some were more open to working with older people and dementia in the future. Many reported improved understanding of dementia and person-centred care and reduced stereotyping via emotional connection with residents. At follow up, some reported behaviour changes such as pursuing courses on dementia or aged care work/placements.

Conclusions: In line with the Tripartite Model of Attitudes, this highly structured introduction to working collaboratively with people with dementia resulted in improved person-centred care skills, changes in affective responses to people with dementia, cognitive stereotypes, and study and work behaviours, opening an avenue to attract students into this field.