...Local Authority after almost 40 years, what has changed? New duties give soft governance but no hard powers DoH estimates that long term conditions account for 69% of health and social care spend, but what impacts most on the health status of the population and how successful are local strategies? Darlington has an ageing population with service demand rising Local government is facing unprecedented budget cuts, is the Public Health Budget an easy target Does Darlington have effective leadership and influence to ensure partnership delivery? Aims and Objectives Aim: To establish how Darlington Borough Council can work as part of a partnership in order to effectively achieve health outcomes within the current economic climate Objectives: To evaluate the changing role of local authorities with regards to public health over the last 40 years To analyse the effectiveness of local authority partnerships and strategies in achieving health outcomes within local communities To critically review the impacts of the current economic climate upon local authorities achieving health outcomes within local communities To establish future partnership strategies for the successful achievement of health outcomes within Darlington Academic Sources Full Academic Reference Coster, C., Mays, N., Scott, C. and Cummings J. (2009) The Impact of Health Needs Assessments and Prioritisation on District Health Board Planning in New Zealand. The International Journal of Health Planning and...
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...Vision 2020: Outlining One Recent Key Policy Documentation and How it Influences a Practice The need to address public health need emanate from government of the day in respond to public out cry, it formulate polices, to address current health issues. Over the years’ policies such as stop smoking, how to survive cancer, saving lives, and so on have not only created awareness amongst the population but also improve the health of certain sections of different communities. One of such policies is the ‘Vision 2020- focusing on the future of district nurses.’ This essay will focus on one aspect of this policy, (Compassion in relation to End of Life Care) and analyse how it influences current and future practice. It will critically analyse the economic, political and philosophical underpinnings of the policy, and appraise the ethical and moral implication for practice whilst drawing on appropriate principles, theories and frameworks. A conclusion will be drawn which will justify the formation of the policy. Vision 2020 emerged as consequence of health care establishments frugal activities. In certain cases patient were routinely neglected by Trust pre-occupied with cutting cost, that they lost sight of the fundamental responsibility to provide compassionate care. The policy published in January 2013 has 6 main aspects of fundamental care, which are, compassion, care, competence, courage, commitments, and communication. Compassion within the end of life care involves the use of the Liverpool...
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...studies and various approaches to work based acute skills learning programmes. For our purposes we conducted a literature search using popular medical databases and terms such as ‘acute skills’ ‘learning programmes’ and ‘critical care learning’. Our review highlights on the several important approaches to work based learning ranging from reflective practice to experiential learning and work based formal practical training to enhance professional skills. A learning programme for acute ward nurses responsible for caring of critically ill patients has been the central focus of nursing practice development. According to Coad et al (2002), a work-based learning approach has been found to empower ward staff with the necessary skills of nursing and the authors studied the efficacy of a five-day competency based high dependency skills course in enhancing professionalism and quality of care in nursing. The aims of comprehensive critical care are developing leadership potential and enhancing networking opportunities for nurses within critical care and acute ward areas. Critical care is the most challenging aspect of nursing care and acute skills in nursing are enhanced not just by work-based learning programs but also from first hand nursing and emergency experiences. Titchen (2003) describes emergency care in which one professional learns from another as ‘critical companionship’ that serve as a framework for learning from practical healthcare experiences. Critical companionship describes...
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...Forces…Page 34 Appendix Three – Change Management Timeline………………………....Page 35 Appendix Four- Kurt Lewin (1951) Theory Model Change…………………Page 36 Appendix Five – Research Articles……………………………………………Page 37-39 Chapter One: Abstract Aims of the literature review An extensive literature review has been explored to discuss the topic of what is the impact a colostomy or ileostomy has on a patient’s quality of live. The findings will be concluded and an appropriate change will be suggested in regards to future practice. Rationale Ileostomy and colostomy procedures are known to be common within the UK according to NHS Choice (2013). It is suggested that over 9,000 ileostomy procedures are conceded each year and approximately 6,400 colostomy procedures. The Colostomy Association (2012) state that there are specialist nurses in ostomies to educate and support patients although NHS Choices (2013) suggest that living with a colostomy or ileostomy and adjusting to life after can be extremely challenging for patients. Therefore, the rationale of exploring what impact it has for patient’s quality of life has been...
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...Abstract In 2003 the Government’s recommendations for the introduction of solid food to babies changed from four months to six months. Many parents continue to introduce solid food earlier than six months despite being aware of the recommendations. Delivering key messages about weaning has always been a part of the health visitors role. However, no formal, evidence based weaning intervention is currently being promoted to health visitors and advice continues to be communicated at the discretion of individual practitioners. Very little research exists on this topic, much emphasis has been placed on encouraging breast feeding as the main focus infant nutrition literature. Yet childhood obesity is on the rise and establishing healthy eating habits as a baby could pave the way for healthy eating habits later in life. This paper looks at the ways professionals communicate general messages about weaning and attempts to provide some clarity and guidance for health visitors about a humanistic intervention to educate parents about the benefits of waiting till six months, rather than using ‘scare tactics’ as to what could happen if they wean earlier. It is hoped that not only will this paper provide guidance about best practice, it will also highlight the importance of the subject and the pressing need for urgent research on the specific topic of delivering weaning advice. Table of Contents Page Abstract 1 ...
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...8 Record of your initial meeting with Supervising Mentor 9 Learning Contract 10 Assessment of the eight domains of mentorship 11 1 - Establish effective working relationships 12 2 - Facilitation of learning 13 3 - Assessment and accountability 14 4 - Evaluation of learning 16 5 - Creating an environment for learning 17 6 - Context of practice 19 7 - Evidence-based practice 20 8 - Leadership 21 Record of progress meetings 23 Record of final meeting 24 Future developmental Action Plan 25 Acknowledgements This portfolio was developed by the Supporting and Assessing Learning in Practice Settings module team at City University London, with the kind help of practice facilitators who are the members of the Mentorship Programme Board. The table of key meetings and activities (page 7) is adapted from ‘A guide for mentors when using the record of achievement in practice’ by Practice Education Facilitators Gareth Evans (The London Clinic), Anne Levington (St. Bartholomew’s Hospital), Maggie Maxfield (Newham University Hospital NHS Trust) and Raj Samraj (Newham University Hospital NHS Trust). Overall Assessment of Achievement This must be completed by the named supervising mentor prior to the...
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...The Good Governance Standard for Public Services The Independent Commission for Good Governance in Public Services The Independent Commission for Good Governance in Public Services, chaired by Sir Alan Langlands, worked throughout 2004. Through two rounds of consultation, the Commission drew on the views of a wide range of people with experience of governance, and of service users and citizens, to produce the Good Governance Standard for Public Services. The Standard presents six principles of good governance that are common to all public service organisations and are intended to help all those with an interest in public governance to assess good governance practice. The Independent Commission for Good Governance in Public Services was established and supported by the Office for Public Management (OPM®) and the Chartered Institute of Public Finance and Accountancy (CIPFA), in partnership with the Joseph Rowntree Foundation. The Good Governance Standard for Public Services The Independent Commission on Good Governance in Public Services Good Governance Standard for Public Services © OPM and CIPFA, 2004 OPM (Office for Public Management Ltd) 252b Gray’s Inn Road London WC1X 8XG tel: 020 7239 7800 fax: 020 7837 5800 email: office@opm.co.uk web: www.opm.co.uk CIPFA (The Chartered Institute of Public Finance and Accountancy) 3 Robert Street London WC2N 6RL tel: 020 7543 5600 fax: 020 7543 5700 web: www.cipfa.org.uk ISBN: 1 898531 86 2 This book may not, in part...
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...MENTORSHIP IN HEALTH CARE SETTINGS Section 2: Role of the Mentor Critically analyse the role of a mentor, refer to the different aspects of the role and link analysis to specific requirements and standards for mentorship for your profession. Forefront Several definitions of the role of a mentor have evolved over the years, for a variety of professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their...
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...(08/1501/94) Changing Management Cultures and Organisational Performance in the NHS (OC2) Research Report Produced for the National Institute for Health Research Service Delivery and Organisation programme April 2010 prepared by: Russell Mannion (University of Birmingham), Huw Davies (University of Dundee & St Andrews), Stephen Harrison (University of Manchester), Frederick Konteh (University of York), Ian Greener (University of Durham), Ruth McDonald (University of Nottingham), George Dowswell (University of Birmingham), Kieran Walshe (University of Manchester), Naomi Fulop (King’s College, London), Rhiannon Walters (King’s College, London), Rowena Jacobs (University of York), Paula Hyde (University of Manchester) Address for correspondence: Professor Russell Mannion Health Services Management Centre University of Birmingham Park House 40 Edgbaston Park Road Birmingham B15 2RT Queen’s Printer and Controller of HMSO 2010 1 SDO Project (08/1501/94) Contents Acknowledgements ....................................................8 1 Introduction .......................................................9 1.1 Aims and objectives of the study ..................................... 9 1.2 Research design and project overview .............................10 1.3 Structure of the report ..................................................11 2 Policy and Organisational Culture in the NHS: An Overview .............................................................12 2.1...
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...Medicine, New York, New York; 4Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of North Carolina, Chapel Hill, School of Medicine, Chapel Hill, North Carolina Correspondence and requests for reprints should be addressed to Judith E. Nelson, M.D., J.D., Box 1232, Mount Sinai School of Medicine, 1 Gustave Levy Place, New York, NY 10029. E-mail: Judith.nelson@mssm.edu Next SectionAbstract Although advances in intensive care have enabled more patients to survive an acute critical illness, they also have created a large and growing population of chronically critically ill patients with prolonged dependence on mechanical ventilation and other intensive care therapies. Chronic critical illness is a devastating condition: mortality exceeds that for most malignancies, and functional dependence persists for most survivors. Costs of treating the chronically critically ill in the United States already exceed $20 billion and are increasing. In this article, we describe the constellation of clinical features that characterize chronic critical illness. We discuss the outcomes of this condition including ventilator liberation, mortality, and physical and cognitive function, noting that comparisons among cohorts are complicated by variation in defining criteria and care settings. We also address burdens for families of the chronically...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...gerry JoHnson KeVan sCHoles rICHard WHIttIngton Fundamentals oF strategy ACCESS CODE INSIDE unlock valuable online learning resources Once opened this pack cannot be returned for a refund Welcome to FUNDAMENTALS OF STRATEGY Strategy is a fascinating subject. It’s about the overall direction of all kinds of organisations, from multinationals to entrepreneurial start-ups, from charities to government agencies, and many more. Strategy raises the big questions about these organisations – how they grow, how they innovate and how they change. As a manager of today or of tomorrow, you will be involved in influencing, implementing or communicating these strategies. Our aim in writing Fundamentals of Strategy is to give you a clear understanding of the fundamental issues and techniques of strategy, and to help you get a great final result in your course. Here’s how you might make the most of the text: ● Focus your time and attention on the fundamental areas of strategy in just 10 carefully selected chapters. Read the illustrations and the case examples to clarify your understanding of how the concepts of strategy translate into an easily recognisable, real-world context. Follow up on the recommended readings at the end of each chapter. They’re specially selected as accessible and valuable sources that will enhance your learning and give you an extra edge in your course work. KEY CONCEPT AUDIO SUMMARY ● ● Also, look out for the Key Concepts and Audio Summary icons...
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...How do new technologies impact on workforce organisation? Rapid review of international evidence Report developed by The Evidence Centre for Skills for Health Contents Key Themes ............................................................................................................................................ 3 Scope .................................................................................................................................................................... 3 How are teams being organised?.......................................................................................................... 7 Substituting grades and roles ............................................................................................................................... 7 Reducing staff or team size .................................................................................................................................. 8 Empowering patients............................................................................................................................................. 9 Changing the place of care ................................................................................................................................. 10 Working across organisations ............................................................................................................................. 10 Working across regional areas .........................
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...words Care Plan 1676 words Overall wordage 7186 The aim of this essay is to show how I have formed, maintained and disengaged from a therapeutic relationship within a practice setting. This will include a profile of the client from their perspective. For the purpose of this essay, the therapeutic relationship was formed within the community mental health team. Their role is the primary intervention service promoting awareness, growth and helping people to work through difficulties (Mind.org, 2013). The interventions provided aim to facilitate comfort, support and a provision of care. The client I have chosen to write this essay on is called Angelo. Angelo is a fictitious name created to protect the individual’s right to confidentiality (NHS, 2012, N.M.C, 2008). The interaction was conducted because of a 6 month cognitive enhancer medication (galantamine) review. I will show an understanding of the importance of a therapeutic relationship building and the values that influence the formulation of mental health nursing assessment and care planning (Schultz and Videbeck, 2009). Appendix 1 will show the plan of management including risk and relapse. Appendix 2 will show the individualised Risk Assessment (profile). In my conclusion I will reflect upon my therapeutic encounter and will address the importance of knowledge and qualities needed to form, maintain and disengage from the therapeutic relationship in mental health nursing. The therapeutic relationship is a term used in...
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...Intermediate textbooks published by CIPD in September 2012 Many of our centres are providing students with all the resources required to succeed in their chosen qualification. CIPD offer bespoke textbook collections written by chief examiners and module authors to meet the needs of your students. To organise a collection specifically relevant for your students please email publishingmarketing@cipd.co.uk for more information. Introduction These three titles cover the content of the CIPD intermediate level core units in human resource management and development. The books are written and edited by CIPD accredited experts and offer a wealth of experience in teaching, writing and examining, whilst covering the unit learning outcomes. They also include a wide range of learning features such as reflective activities, annotated further reading, and case studies. Reviews Studying Human Resource Management ‘Through the successful collaboration of the core modules of the intermediate qualification into one text, a valuable resource to both learners and tutors has been created. It enhances the continuing alignment of educational objectives and the CIPD’s professional development framework to deliver and develop outstanding HR professionals.’ Ian Chapman, CIPD course leader, Warrington Collegiate ‘This is a clearly written text which successfully bridges the gap between theory and practice. Coverage of the core modules of the CIPD Intermediate qualification is...
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