Irving, K.

Integrated Care Pathways for People with Dementia: Exploring the Potential for Ireland and the forthcoming National Dementia Strategy

Irving, K., McGarrigle, L.
Alzheimer Society of Ireland

In this expert policy paper by Irving and McGarrigle (2012) and a book chapter bearing the same title (Irving et al., 2013), Integrated Care Pathways (ICPs) are defined as instruments designed to map out the direction of clinical and administrative activities for all care professionals working wi

th people who have a specific disease such as dementia. They scope out what Integrated Care Pathways are and consider the practical application of Integrated Care Pathways. They summarise the evidence pointing to the benefits of Integrated Care Pathways and outline the challenges that need to be addressed if Integrated Care Pathways are to be successful. They compare and contrast two cases studies, one from England and one from the Scotland, before looking at the relevance of Integrated Care Pathways for ROI, following which they highlight key issues relating to the health care system and the role of case management that need to be addressed if Integrated Care Pathways are to be successfully introduced in ROI. Cahill (2013), writing about dementia and integrated care, argues that although integrated care services is widely promoted in public policy in ROI, the evidence suggests that integrated care for people with dementia is more of an aspiration than a reality. She identifies several changes that are needed in service provision for integrated care to become a reality for people with dementia.    

Irish National Dementia Educational Needs Analysis

Irving, K., Piasek, P., Kilcullen, S., Coen, A-M., Manning, M.
HSE, DCU, The Atlantic Philanthropies

Building on the work by De Siún and Manning (2010a), this report by Irving et al. (2014) presents the results of a Dementia Educational Needs Analysis carried out in ROI in 2013/2014.

In contrast to De Siún and Manning (2010a), this report focuses on the information, training and education needs of a much wider range of stakeholders starting with the person with dementia, and including people in their care-giving network, healthcare system and the broader community in which they live. The report outlines the major gaps in education and provides recommendations for future educational and service reform. It identifies seven priority areas which are to provide the focus for the development of education and training programmes.  

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