Global

Recognising delirium and supporting people with dementia: Person-centred care for nursing teams

A ready-made course you customise for your organisation, with a live session deck and two surveys. You only add the 12 details that are specific to your organisation.

See the live deckSee the full outline
Try the coursePreview the survey
Length
40 min
Lessons
6 lessons
Frequency
At onboarding for older-people areas, annually
Last reviewed
21 Oct 2026
Communication, distress and grey areas
What would you do?

Mr Fraser in bed 11 pushes away the washcloth and shouts when you approach for a wash

Try it: this is one of 20 interactive activities in the course.

What's included

Three pieces that work together

Copy once, get everything. Learners prepare on their own, you answer questions live, and the surveys tell you what stuck.

Self-paced course

Short lessons with real workplace scenarios, not walls of text.

  • 6 lessons, about 40 minutes
  • Sorting activity, scenario, flashcards, process and quizzes

Live session deck

An AhaSlides presentation to run after the course, in person or online.

  • 10 slides
  • Quiz, word cloud, poll, scale slides
  • A closing slide for your contacts

Two surveys

Find out what landed, and whether people use it on the job.

  • Post-course feedback, about 2 minutes
  • 30-day check-in
  • Anonymous by default
  • Results feed your next refresher

Learning objectives

At the end of this course, learners can

Each objective and the lesson that covers it.

IDObjectiveSourceWhere it's covered
TO 320.0Achieve ≥ 80% on the final assessmentnoneWhole course
SO 320.1Tell delirium, dementia and low mood apart in broad terms, and know why a sudden change must be acted on + your infoExamples: NICE CG103 (delirium); NICE NG97 (dementia); best practiceWhole course
SO 320.2Use the local screening tool and escalate suspected delirium promptly + your infoExamples: 4AT rapid clinical test; NICE CG103; best practiceWhole course
SO 320.3Communicate respectfully and support choice and consent in personal care + your infoExamples: Mental Capacity Act 2005; The Code (NMC); best practiceWhole course
SO 320.4Respond to distress by looking for unmet needs, without restraint beyond what local policy and the law allow + your infoExamples: NICE NG97; Mental Capacity Act 2005; best practiceWhole course
SO 320.5Prevent delirium and harm, involve family, and document and hand over changes in cognitionExamples: NICE CG103; Health and Social Care Act 2008 (Regulated Activities) Regulations 2014; best practiceWhole course

Your part: what a template can't do for you

  • Your workplace details: fill in the 12 highlighted fields so the course describes your own policies, contacts and locations.
  • Records: record completion in your own LMS or record system.

Course outline

6 lessons, about 40 minutes

Minutes per lesson are an estimate, shared out by page count.

ContentInteractiveVideoYou customise
1

Why a change in thinking matters

3 pages

7 min
Before you beginNoteList
Mrs Ndlovu is "not herself"TextImageChecklistYour info
What is the difference?Key factFlashcardsQuiz
2

Telling them apart and the person behind the diagnosis

3 pages

7 min
Signs in briefTabsNote
Which sounds like which?Sorting activity
The person comes firstFlashcardsMatching quiz
3

Screening and escalation at the bedside

3 pages

7 min
The routineProcessYour infoYour infoNote
Put it in orderSorting activityText
CheckChecklistQuiz
4

Communication, distress and grey areas

3 pages

7 min
ScenarioScenarioQuiz
ScenarioScenarioQuiz
Match distress to a likely unmet needMatching quizSorting activity
5

Prevent harm, involve family, speak up and apply

3 pages

7 min
Preventing delirium and harmAccordion
Family, records and handoverProcessYour infoYour infoYour infoNote
ScenarioScenarioQuizButtonYour info
6

Final assessment

2 pages

5 min
PracticeQuiz
CompletionKey factListNoteButtonYour info

Live deck and surveys

10 slides to run live, two surveys to close the loop

Pink slides are interactive. Both surveys are anonymous; pink questions are written for this course.

ContentTitle, agenda, "a sudden change is a message" (speaker notes: template page URL)
Word cloudOne word for what a person with dementia needs most from us
PollHow often do you care for someone who is confused? (Daily · Weekly · Monthly · Rarely)
ContentThree pictures (delirium, dementia, low mood) and the six-step screening routine
QuizA patient is suddenly muddled and drowsy since yesterday. You…" (Report it and use the screening tool ✔ · Assume it is dementia · Wait until the morning · Ask the family to sit with them)
QuizWhich sounds more like delirium?" (Came on over a day and varies through the day ✔ · Slowly worse over a year · Calm repeated questions · Unchanged for months)
Content · customiseCustomise: our screening tool, care plan and escalation route" with {{LOCAL_DELIRIUM_SCREENING_TOOL}}, {{COGNITIVE_CARE_PLAN_LINK}}, {{ESCALATION_ROUTE}}
ScaleHow confident are you responding to a distressed patient without restraint?" 1 to 5
Open-ended / Q&AA moment of distress I would like to talk through
Content · customiseClosing {{CLINICAL_EDUCATION_CONTACT}}, {{SURVEY_2_URL}}, {{COURSE_URL}}
Post-course feedback: 11 questions, about 2 min
  1. Overall rating 5 stars
  2. Relevant, realistic, right length, helpful activities agree/disagree grid
  3. What was most useful? multi-select
  4. Confidence before this course, and now 1-5 scale
  5. How confident are you responding to a distressed patient without restraint? 1-5 scale
  6. Which change have you tried? multiple choice
  7. What barrier have you met in trying it? short text
  8. I can raise a concern about how a patient is being treated without fear of blame. 1-5 scale
  9. One thing we should change or add open text
  10. Would you recommend this course? NPS
30-day check-in
  1. Have you used what you learned since the course? multiple choice
  2. How confident are you today? Compare with day 1 1-5 scale
  3. Do you know where to find the local delirium screening policy? yes / no / not sure
  4. A moment where the training helped, or where you weren't sure open text
  5. Which topics should the next refresher focus on? ranking

Results show whether people use the training on the job, not just whether they finished it.

Make it yours

12 fields to fill in, and you're ready

Everything else is done. These are the details only your organisation knows; each one is highlighted inside the course.

  • Clinical education contact{{CLINICAL_EDUCATION_CONTACT}}
  • Local policy link{{LOCAL_POLICY_LINK}}
  • Incident reporting route{{INCIDENT_REPORTING_ROUTE}}
  • Escalation route{{ESCALATION_ROUTE}}
  • Regulator and standards{{REGULATOR_AND_STANDARDS}}
  • LMS or record system{{LMS_OR_RECORD_SYSTEM}}
Show all 12 fields
  • Local delirium screening tool{{LOCAL_DELIRIUM_SCREENING_TOOL}}
  • Cognitive care plan link{{COGNITIVE_CARE_PLAN_LINK}}
  • Survey 1 URL{{SURVEY_1_URL}}
  • Survey 2 URL{{SURVEY_2_URL}}
  • Course URL{{COURSE_URL}}
  • Live session URL{{LIVE_SESSION_URL}}

FAQ

Common questions

Can I run recognising delirium and supporting people with dementia: Person-centred care for nursing teams training online?

Yes. The course is self-paced and online, and the live deck lets you add a live session in the room or online.

How often is this training needed?

At onboarding for older-people areas, annually, and after a delirium-related incident or audit finding.

Who needs this training?

Registered nurses, nursing associates and healthcare assistants on hospital wards and in care homes who care for older adults with cognitive impairment; run by the nurse educator or clinical education lead, with the dementia or older-people lead as a guest.

What records should I keep?

Record completion in your own LMS or record system, so you can show who finished the course and when.

Can I edit the content?

Yes, everything. Change the wording, swap scenarios for ones from your workplace, add your logo, or remove parts that don't apply.

Related templates

Often taught together

All Specialty care templates →
Global

Perioperative safety: Time-out, counts, asepsis and fire risk for theatre nurses

Registered nurses · Specialty care

40 min
Global

Recognising and escalating obstetric emergencies and newborn deterioration: Perinatal competency for nurses

Registered nurses and midwives on labour, postnatal and neonatal units, preceptors · Specialty care

40 min
Global

Palliative and end-of-life nursing care: Competency validation for ward and care-home nurses

Registered nurses · Specialty care

40 min
Global

Emergency department triage: Safe, consistent acuity assignment for nurses

Registered nurses · Specialty care

40 min
Last reviewed: 21 October 2026Templates are a starting point, not legal advice.

Ready to run it?

Open the live deck to see how the session runs alongside the course and both surveys.

See the live deck