In-service training for dementia care staff: Knowledge lost in transfer between opposing logics

Abstract

One health policy goal in Denmark is the improvement of the quality of dementia care. One Danish region launched a training programme for frontline staff based on a learning transfer principle. The article investigates potentials and barriers for transfer of learning in dementia care using a school-based learning programme, and examines the role of logics in care work for opportunities for knowledge transfer. The article draws on transfer theory and logics theory in health and care work. The methods used are interviews and observations. A hermeneutic analysis shows that the course participants experienced a gap between new ideals and knowledge, and opportunities to apply these in practice. The training programme was met with enthusiasm among the staff, but they became frustrated when they could not see any possibility to use the knowledge they had acquired. Lack of time was pointed out as a crucial barrier to working in a person-centred manner. The article concludes that quality improvement in dementia care is dependent on competence building, but that predominant efficiency logics in the workplace prevent the transfer of the care logics that were fundamental elements in the teaching.

Keywords

• learning
• transfer logics
• care workers
• dementia
• care efficiency