Table 3 Barriers and facilitators implementing Time for Dementia

Leadership characteristics

Traits: commitment, ability to lead, confidence, persuasive, ability to build trust, clarity of role and responsibility, Acceptance of challenges, leadership within TfD team, decreasing workload over time.

Apprehension due to unfamiliar tasks,

lack of protected time in combination with primary job role,

additional workload alongside primary job role.

Organisational and student buy-in

External networking, shared vision, organisational buy-in, wider faculty and higher management buy-in, time increases student buy-in, peer to peer influence, practical methods to increase engagement.

Student engagement, student buy-in, wider faculty buy-in.

Perceived value and motivating factors

Invested interest, positive attitudes, pride, intrinsic value influenced by personal/ professional values, extrinsic values influenced motivation, valuable opportunity, limitations of traditional learning, value to family, value to the organisation, community involvement, network opportunities,

external recognition.

Student motivation.

Team coalition and support

Supportive environment, TfD team support, team commitment and enthusiasm, collaborative teamwork,

TfD team experience, ongoing support following implementation, effective communication, shared learning.

Blurring of defined roles, clarity of responsibilities, multi-organisational working, logistics.

Time and fit

Workload stabilised over time, student engagement increases with time, confidence grows, iterative learning, TfD team experience grows with implementation, dedicated administrator employed and in position, resources available, flexible implementation approaches, appropriate fit within curriculum.

Conflicting priorities, lack of protected time, limited resources during early stages of implementation, timing hotspots, crowded curriculum.