Improving Communication in Dementia Care: Impact of an Undergraduate Unit on Knowledge, Confidence, and Practice

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Abstract
Dementia is a progressive condition that can affect memory, thinking and communication in different ways. As a person’s communication patterns and needs change over time, care partners may need to adapt their approaches to continue supporting meaningful interactions and connection. Education to enhance the confidence and competence of care partners is therefore essential. This study evaluated an online first-year university unit designed to improve communication knowledge and skills in the context of dementia care. Using a pre-post survey design, the study integrated quantitative and qualitative data to assess changes in participants’ self-rated communication knowledge and confidence, as well as perceived impacts on practice. Quantitative measures revealed significant improvements in all assessed domains, with p -values <.001 and effect sizes ranging from moderate to very large (Glass’s Δ = 0.57–1.51). Qualitative findings supported these outcomes, with participants reporting enhanced communication practices, more person-centred care approaches, and greater knowledge sharing. These results highlight the value of targeted, dementia-specific education in fostering meaningful changes in communication and care delivery. The study also outlines practical implications for research and practice.

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