Ensuring people with dementia receive high quality care, provided by appropriately trained professionals and carers, is essential to meeting the challenge of dementia.
Where care is not of sufficient quality, it can have a negative impact for people with dementia, their families and carers.
The information and standards detailed below can be used to accredit a provider of training programmes, recognising that the provider could be an established institution or organisation, such as Kiang Wu Nursing College, Macau or the Hamad International Training Centre/Hamad Medical Corporation, Doha, Qatar (both participants in the initial pilot of ADI accreditation), or a national organisation, health care service or a provincial/local health care group.
The provider should demonstrate how it operates in the dementia care environment with specific reference to local and national associations, but also demonstrate an awareness of the international ADI setting, which promotes care and support for people with dementia and their carers.
The provider will have a record of stability in terms of overall governance, management, operations, finances/budget/resourcing.
The provider has sufficient resources to design, develop and deliver training programmes at different levels and the capacity to monitor and evaluate on a regular basis.
The provider manages the training programmes with identifiable policies, guidance, procedures to support the trainer and trainee.
The provider has well-documented and well-communicated processes to manage and support those involved in training, and those being trained. They should demonstrate consistency with the ADI aims and objectives.
The provider has professional staff and/or services sufficient to ensure quality outcomes across the range of training programmes it offers and to achieve other aspects of ADI objectives.
The provider has a process in place to revise training programmes, in line with local and national requirements and also ADI requirements.
The provider has systems in place to monitor content, structure, delivery, and assessment of curriculum content and that it is appropriate to general expectations for the programme type and learning objectives.