Photo credit BigStockPhoto Eldar Nurkovic
by Veronica Hardy, PhD, LCSW, Grace Brock, MSW, and Nicole Blevins, CHES, RHEd, MSW Student
When we first discussed the idea of co‑creating a dementia‑focused learning experience between faculty and MSW students, we weren’t entirely sure what direction it would take. What we did know was that we were interested in understanding more about this project, and were all equally eager to develop our voices as advocates and leaders in the profession. That combination of curiosity and courage became the foundation for what we now call the Memory Care Education Initiative, a collaborative project housed within our MSW program at Wingate University.
This initiative grew from the question: How can we prepare future social workers and allied health professionals to confidently support individuals and families living with dementia while strengthening their cultural competence, advocacy skills, and professional identity?
The answer unfolded through a partnership between an MSW program faculty member and students, the local chapter of the Alzheimer’s Association, and collaboration with Atrium Health’s Memory Care Ministry. Together, we created a learning experience that introduces learners to dementia‑informed practice and also empowers MSW students to see themselves as co‑educators, curriculum designers, and leaders.
Dementia Education and Social Work Training
Dementia affects families, caregivers, communities, and systems across every practice area. Whether a social worker is supporting a caregiver in crisis, helping a family navigate a new diagnosis, or advocating for equitable access to memory care resources, dementia knowledge is essential. Yet many new social workers, and even seasoned professionals, feel unprepared to address the emotional, cultural, and systemic factors that accompany cognitive decline.
From a student perspective, there are feelings of intimidation by the topic. We worried about saying the wrong thing, misunderstanding symptoms, or not knowing how to support caregivers. These are thoughts that many new social workers tend to experience. However, this reminded us that dementia education includes clinical knowledge and is about building confidence, cultural humility, and the ability to walk alongside families during some of their most vulnerable moments.
Building the Memory Care Education Initiative
The initiative took shape through three core components: educational videos from the Alzheimer’s Association; insights from the Memory Care Ministry about community needs; and a collaborative curriculum design process that positioned us, as MSW students, as active partners rather than passive learners.
The Alzheimer’s Association videos provided a foundation for learning. We appreciated how accessible and humanizing the content was. The videos broke down types of dementia, communication strategies, caregiver stress, and person‑centered approaches in ways that felt practical and applicable.
Our partnership with the Memory Care Ministry added a community‑based lens. We learned how faith communities support caregivers, how cultural values influence help‑seeking behaviors, and how interdisciplinary teams collaborate to meet the needs of individuals living with dementia. This insight helped us understand dementia care as relational, spiritual, and deeply cultural.
Finally, the Canvas‑based curriculum became a shared workspace where we helped design pre- and post-test items to assess the growth of participants. This co‑creation process allowed us to practice leadership and instructional design, skills that are increasingly important in a profession where social workers are often called upon to train colleagues, lead workshops, or develop community education materials.
What Students Learned Through the Initiative
As students, we recognized that the stigma that exists within the medical community regarding dementia can also extend into other disciplines, including social work. We built a stronger understanding about cultural competence and how different communities interpret memory loss, how stigma affects help‑seeking behaviors, and how cultural values impact caregiving roles.
We developed a stronger understanding of a person-centered approach, ensuring that the individual and caregiver are prioritized in all aspects of the memory care plan. The initial videos provided us, as learners, a foundation that we could build on through a social work lens, while also reflecting on our roles as individuals. The knowledge gained from this project has strengthened our ability to advocate for and connect families with appropriate services. In short, the earlier social work students are introduced to dementia and memory care, the more prepared they will be to apply that knowledge in their practicums and job placements.
Further, the importance of policies was also evident through this initiative. Legislative acts, such as the Americans with Disabilities Act (ADA), and legal tools like Powers of Attorney, wills, trusts, conservatorships, and medical orders help to support decision-making across this diverse population.
Conclusion
Faculty-student collaborations are key in social work education and can empower students to become leaders, advocates, and culturally responsive practitioners. By co‑creating the learning experiences, students may gain confidence in their ability to be leaders and creators in the profession.
If you are an educator, consider inviting your students to co‑create learning experiences with you. Their creativity and insight will surprise you. If you are a practitioner, think about how you might bring dementia‑informed, culturally responsive care into your daily work even in small ways. And if you are a student, know that you are already a leader. Your willingness to learn is influencing the future of social work.
Dr. Veronica Hardy is a Professor of Social Work in the Wingate University MSW Program and Project Lead of the Memory Care Education Initiative.
Grace Brock, MSW, is a Wingate University MSW 2026 graduate and Project Co-Lead of the Memory Care Education Initiative.
Nicole Blevins is a Wingate University MSW student and test developer for the Memory Care Education Initiative.