Face to Face with Emotions in Health and Social Care

2012 ◽  
Author(s):  
Benjamin Gray
Keyword(s):  
Social Care ◽  
Face To Face ◽  
Health And Social Care

scholarly journals Research with older people in a world with COVID-19: identification of current and future priorities, challenges and opportunities

2020 ◽  
Vol 49 (6) ◽  
pp. 901-906 ◽  
Author(s):  
Sarah J Richardson ◽  
Camille B Carroll ◽  
Jacqueline Close ◽  
Adam L Gordon ◽  
John O’Brien ◽  
...  
Keyword(s):  
Older People ◽  
Psychological Health ◽  
Social Care ◽  
Care Homes ◽  
Face To Face ◽  
System Reconfiguration ◽  
Health And Social Care ◽  
Challenges And Opportunities ◽  
Academic Authors ◽  
The Impact

Abstract Older people are disproportionately affected by the COVID-19 pandemic, which has had a profound impact on research as well as clinical service delivery. This commentary identifies key challenges and opportunities in continuing to conduct research with and for older people, both during and after the current pandemic. It shares opinions from responders to an international survey, a range of academic authors and opinions from specialist societies. Priorities in COVID-19 research include its specific presentation in older people, consequences for physical, cognitive and psychological health, treatments and vaccines, rehabilitation, supporting care homes more effectively, the impact of social distancing, lockdown policies and system reconfiguration to provide best health and social care for older people. COVID-19 research needs to be inclusive, particularly involving older people living with frailty, cognitive impairment or multimorbidity, and those living in care homes. Non-COVID-19 related research for older people remains of critical importance and must not be neglected in the rush to study the pandemic. Profound changes are required in the way that we design and deliver research for older people in a world where movement and face-to-face contact are restricted, but we also highlight new opportunities such as the ability to collaborate more widely and to design and deliver research efficiently at scale and speed.

Learning in lockdown: exploring the impact of COVID-19 on interprofessional education

2021 ◽  
Vol 29 (11) ◽  
pp. 648-652
Author(s):  
Alison Power ◽  
Michael Palapal Sy ◽  
Maggie Hutchings ◽  
Tracy Coleman ◽  
Alla El-Awaisi ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Social Care ◽  
Lessons Learned ◽  
Global Perspective ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
Health And Social Care ◽  
Rich Data ◽  
The Uk ◽  
The Impact

The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience. This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision.

A Case Study Exploring a Multi-Disciplinary Collaborative Initiative to Use E-Learning to Meet the Professional Learning Needs of Health and Social Care Practitioners

2010 ◽  
pp. 286-300
Author(s):  
Karen Ousey ◽  
Stephen White
Keyword(s):  
Professional Learning ◽  
Social Care ◽  
Learning Needs ◽  
Interprofessional Learning ◽  
Face To Face ◽  
Development Stages ◽  
Health And Social Care ◽  
E Learning ◽  
Collaborative Initiative

This chapter explores the early development stages of an interactive interprofessional online learning package that updates and supports health and social care professionals who mentor students in practice settings. The package aims to present content that is relevant and useful to fourteen different disciplines accessing it. A benefit of online content is that learning can be undertaken when convenient for the mentor, 24 hours a day-7 days a week, with the facility to stop and restart as needed. Additionally the package is constructed so both individuals and groups can use it; this both meets a regulatory body’s requirement for having a face-to-face update every year, and provides support for interprofessional learning between mentors from different disciplines.

scholarly journals Social care legislation as an act of integration

2016 ◽  
Vol 24 (3) ◽  
pp. 139-149
Author(s):  
Natalie Davies ◽  
Wulf Livingston ◽  
Emyr Owen ◽  
Peter Huxley
Keyword(s):  
Social Services ◽  
Online Survey ◽  
Social Care ◽  
Well Being ◽  
Health Board ◽  
Senior Managers ◽  
Content Type ◽  
Face To Face ◽  
North Wales ◽  
Health And Social Care

Purpose – The purpose of this paper is to investigate health and social care integration in North Wales in a short window of time between the assent of the Social Services and Well-being (Wales) Act 2014 and its implementation in 2016. Design/methodology/approach – The findings are based on the experiences of health and social care professionals from six Local Authorities and one Regional Health Board working in a management role with strategic responsibility, gathered from an online survey (n=43), semi-structured face-to-face interviews (n=14) and supplemented with reflective interviews with regional coordinators responsible for facilitating cross-organisational working (n=2). Findings – Senior managers are devoting considerable energy to understanding the implications of the new legislation, ensuring that their organisations will be ready and able to successfully implement it. This work is perceived to be commensurate with wider agendas to transform and integrate working practices and services, influenced by a range of financial, environmental, organisational, social and policy factors. Originality/value – This research has direct implications for stakeholders in North Wales, having already been used to shape conversations about integration in the region, and furthermore builds upon existing knowledge in the academic and professional field of integration, with additional limited wider implications for policy and research.

scholarly journals Enhancing Peer Learning through Online Placements for Health and Social Care Professions

2021 ◽  
Vol 9 (2) ◽  
pp. 1-10
Author(s):  
Lisa Taylor ◽  
Gilly Salmon
Keyword(s):  
Learning Outcomes ◽  
Social Care ◽  
Peer Learning ◽  
Innovative Design ◽  
Face To Face ◽  
Alternative Placement ◽  
Health And Social Care ◽  
Online Placement ◽  
Roll Out ◽  
Placement Learning

This article reports on the innovative design and the delivery of an online placement for university students, in response to the suspension of face-to-face placements due to COVID-19 restrictions in April 2020. A high quality, evidence-based and pedagogically sound experience was built, delivered and reviewed. The online placement not only met the professional standards and demonstrated equivalence in achieving placement learning outcomes, compared to traditional face to face placements, but also offered emergent benefits. The online placement showed enhanced peer learning and improved professional reasoning development by the students. In view of the interest and need for alternative placements, online placements were explored further, contextualised and built into a model which came to be known as Peer-Enhanced E-Placement (PEEP). Throughout 2020, and into 2021, the ‘logjam’ of increased student numbers and reduced placements, dramatically increased the interest in alternative placement learning and the PEEP model. A PEEP professional development acquisition experience was developed and piloted, to disseminate, scale and contextualize the approach by health and social care teams. Feedback from the pilot acquisition experiences indicated that the participants were able to design and implement PEEPs in their own contexts with their students. The scaling up and roll out of the PEEP acquisition experiences now extends to over fifteen professions. Conclusions include that the PEEP model offers a viable, acceptable and successful online practice-based learning option for health and social care students, achieving equivalence in placement learning outcomes and enhanced peer learning.

Phenomenology of health and social care integration in Italy

2017 ◽  
Vol 66 (7) ◽  
pp. 1031-1048 ◽  
Author(s):  
Roberto Lusardi ◽  
Stefano Tomelleri
Keyword(s):  
Social Care ◽  
Ethnographic Study ◽  
Cultural Integration ◽  
Product Integration ◽  
Face To Face ◽  
Professional Groups ◽  
Care Integration ◽  
Health And Social Care ◽  
Communicative Patterns ◽  
Organisational Dynamics

This article analyses how governance and organisational dynamics produce different forms of health and social care integration. The ethnographic study, carried out in two different Italian organisations, highlighted two forms of integration, which the authors term mechanical and cultural. The first is characterised by the prevalence of codified and hierarchical forms of coordination and the substantial isolation of professional groups, with limited contact opportunities. Under these conditions, integration is mainly achieved in the final product through the independent and uncoordinated delivery of specific social and health services. In the second, codified tools occur alongside informal coordination activities, based on face-to-face interactions and the sharing of knowledge, values and goals. Integration takes place in daily formal and informal interactions and in the development of professional intimacy. The results of the study suggest that public policies need to be clear about the form of integration at which they aim. The mechanical form is appropriate for product integration, while cultural integration is the preferred form for process and professional integration. In the latter case, ICTs are undoubtedly useful but not sufficient. To stimulate informal coordination, mutual trust and professional reciprocity, analogic communicative patterns are needed to allow the symbolic dimension to be expressed.

The feasibility of introducing an adult safeguarding measure (survey) for inclusion in the adult social care outcomes framework (ASCOF): projecting costs

2016 ◽  
Vol 18 (2) ◽  
pp. 71-85 ◽  
Author(s):  
Caroline Norrie ◽  
Jill Manthorpe ◽  
Cher Cartwright ◽  
Pritpal Rayat ◽  
David Petrie
Keyword(s):  
At Risk ◽  
Social Care ◽  
Outcome Measure ◽  
Content Type ◽  
Face To Face ◽  
Care Services ◽  
Health And Social Care ◽  
Care Outcomes ◽  
Set Up ◽  
The Cost

Purpose – The Health and Social Care Information Centre undertook the development and piloting of a new adult safeguarding outcome measure (a face-to-face survey) for local authorities (LAs) that could be added to the adult social care outcomes framework (ASCOF). The ASCOF is a national collection of social care outcomes performance indicators collected from the perspective of people receiving partial or total funding from a LA for care services. The projected costs of introducing the survey as a new statutory measure in England were assessed. The paper aims to discuss these issues. Design/methodology/approach – An outcome measure (a face-to-face interview based survey consisting of seven questions) was piloted during 2014 in 40 LAs with 20 adults at risk (or other informant) in each site who had been the subject of a safeguarding investigation (n=382). LAs were asked to estimate the cost to their LA of conducting the survey for two years, interviewing at least 15 per cent of their completed safeguarding cases each year. Findings – Extrapolating cost findings to the full 152 LAs in England would give an estimated total cost of implementing the survey of approximately £3 million in Year 1 and £2.1 million in Year 2. Set-up costs for the survey can therefore be estimated at around £900,000. Wide variations were identified in the costs per interview between LAs and reasons for this are discussed. Originality/value – The benefits of this unique survey are it enables LAs to measure how they are undertaking their adult safeguarding work from the perspective of adults at risk and others with a close interest. It also enables LAs to meet their new obligations under the Care Act 2014 Guidance to “understand what adults at risk think of adult safeguarding”.

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