September is always a time of new beginnings, fresh opportunities and significant milestones. It is an opportunity to reflect on achievement, progression and the impact that skilled, compassionate professionals can have on the lives of people affected by dementia.
Recently, we had the privilege of celebrating the success of our graduates at the graduation ceremony held in the magnificent setting of Worcester Cathedral. It was a wonderful occasion to recognise the dedication, resilience and commitment of those who have completed their studies. Sharing the event with graduates as they celebrated with family, friends and colleagues was a reminder that every academic achievement represents a much larger journey of personal and professional growth.
At the same time, we are welcoming new and returning students to our postgraduate programmes. Some are taking their first steps into postgraduate study supported by their employers to complete a module to lead positive change. We also welcomed back students returning to continue their Postgraduate Certificate or Postgraduate Award. Each student arrives with their own experiences, aspirations and motivations, but all share a common commitment to improving the lives of people living with dementia.
Undertaking an online course inevitably brings a mixture of emotions such as excitement, anticipation and ambition, but often apprehension too. Balancing study with professional and personal responsibilities can be challenging. However, these challenges are matched by the opportunity to develop the knowledge, confidence and leadership skills needed to drive meaningful change in practice.
This investment in learning has never been more important. The Alzheimer’s Society report, ‘Because We’re Human Too’, called for consistent, high-quality compulsory dementia training across the social care workforce. It highlighted that most staff lacked dementia-specific education and argued that improving training is fundamental to delivering the quality of care that people living with dementia deserve. Delivering high-quality, person-centred dementia care requires robust evidence, critical thinking and a commitment to continually improving practice while always keeping the person at the centre.
The evidence for effective dementia education is compelling. The ‘What works’ study by Professor Claire Surr and colleagues identified several characteristics of effective dementia education programmes. These include learning that is relevant to the learner’s role, opportunities for active participation, skilled facilitation, sufficient duration, and support for translating learning into everyday practice. Importantly, the research demonstrates that education is most effective when it helps staff apply knowledge in real-world settings and provides practical frameworks to guide care.
Over the summer, we held a celebration meeting with alumni and graduates from the Class of 2026. It was inspiring to hear how they have taken what they learned through our programmes back into their workplaces and communities. Perhaps the most rewarding and consistent message was that they could immediately put their learning into practice. Whether influencing service development, supporting colleagues, improving care delivery or leading organisational change, our graduates spoke passionately about the difference their studies had made to their work and professional development.
We know that the students studying with us at the Association for Dementia Studies (ADS) are leading this change. Through their learning and leadership, they are working tirelessly to ensure that they, and their colleagues, have the knowledge, skills and understanding required to implement person-centred approaches in practice. This was also acknowledged with the Alumni award “Rising Star” to our graduate Laura Steward as part of the University’s 80th anniversary celebrations.
At ADS, we strive not only to support academic achievement but also to fulfil our wider purpose:
“To enable students to be more confident and capable of leading positive change within the settings where they have influence.”
This purpose and a person-centred approach remain at the heart of everything we do.
It was wonderful to congratulate those graduates who were able to attend the ceremony in person, but our congratulations extend to every graduate, alumnus and alumna who has been part of our learning community. Your achievements are shaping the future of dementia care.
If you are reading this and wondering whether a course with us could be the next step in your own journey we will be arranging informal discussions online on the 30th September and every month throughout the year. You can also get in touch on email with Course Lead Catrin Jones (catrin.jones@worc.ac.uk) or submit an application which can be found on our webpage.
Every year, students join us with different experiences, ambitions and levels of confidence, united by a desire to make a positive difference for people affected by dementia. We are now welcoming applications for our January intake, and we hope you will consider joining us as we continue to learn, grow and lead change together.