Reimagining neuroscientific and andragogical principles for dementia care education

Seada Kassie*, Arlene Astell

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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This article aims to explore the integration of Louis Cozolino’s (2013) andragogical strategies with the tenets of person-centered dementia care practices to enhance dementia care education. The article examines the multiple dimensions of learning in adulthood, highlighting the role of neural plasticity and lifelong brain adaptation in shaping learning and experiential strategies. This in-depth evaluation underscores the significance of tailoring andragogical approaches to the needs of adult learners, who, in this context, are care providers for persons with dementia. This is done through proper understanding of the neurobiological realities and the unique learning needs of adults. Such tailored approaches can be aligned with the brain’s adaptive nature by recognizing the intricate interplay of cognitive, emotional, and social dimensions. Highlighting the need for including lessons on the person-centered approach in dementia care education, the paper argues that adult learners – who are essentially part of the dementia care workforce – first need to learn, appreciate, and embrace the approach before applying it in their caregiving practices. This article presents an overarching argument that integration of Cozolino’s principles of adult learning with tenets of person-centered dementia care could provide a robust framework for dementia care education.
Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalGerontology and Geriatrics Education
Early online date16 May 2024
Publication statusE-pub ahead of print - 16 May 2024

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