scholarly journals From paper to program: Successfully translating an idea into a reality

2017 ◽  
Vol 24 (1) ◽  
pp. 50-56
Author(s):  
Marion Minis
Keyword(s):  
Good Practice ◽  
Shared Decision ◽  
Good Communication ◽  
Program Content ◽  
Extensive Program ◽  
Management Experience ◽  
Communication Practices ◽  
Practice Framework ◽  
Effective Design ◽  
Meaningful Communication

AbstractNo matter how excellent a framework for a new program is or how great it looks on paper, the challenge is how to ‘translate’ it into practice in such a way that it is an asset to the paid staff, volunteers and children involved. In this article, experiences of program development and delivery at Criss Cross Consultancy (CCC), where programs to empower vulnerable people are designed, are shared. With reference to the Good Practice Framework, the article draws on extensive program management experience to explore how good communication can support the effective design, implementation and delivery of programs. It illustrates the link between practice, meaningful communication and inclusion. Meaningful communication enables program content to be designed and adjusted to meet the needs of staff and children; shared decision-making to build co-ownership; recognition of expertise and matching people to roles; and effective top-down and bottom-up communication practices that engage with everyone. These communication outcomes are explored and examples are provided to illustrate how meaningful communication underpins the success of translating a program idea into a reality.

More Concerning Asthma and Exercise

PEDIATRICS ◽  
1990 ◽  
Vol 85 (3) ◽  
pp. 386-386
Author(s):  
CLIFTON T. FURUKAWA ◽  
SHIRLEY MURPHY ◽  
Peyton Eggleston ◽  
Gary Rachelefsky ◽  
Sami Bahna ◽  
...  
Keyword(s):  
Medical Therapy ◽  
Good Practice ◽  
Health Concerns ◽  
Good Communication ◽  
Policy Statements ◽  
Exercise Induced

In Reply.— Dr Altenburger's letter asks us to go beyond our statement endorsing medical therapy for a child with exercise-induced asthma into a statement about what "schools should" and "should not" do about medications. It has always been difficult for the "little white clinic" to tell "the little red schoolhouse" how to handle health concerns. It should be recognized that in some communities there is very good communication and cooperation and that policy statements cannot assure such good practice.

The legislative and good practice framework

Mastering ◽  
2001 ◽  
pp. 7-11
Author(s):  
Kelvin Cheatle ◽  
Richard Pettinger
Keyword(s):  
Good Practice ◽  
Practice Framework

Communication skills and tips for Part 3 MRCOG Examination

2017 ◽  
Keyword(s):  
Decision Making ◽  
Communication Skills ◽  
Clinical Assessment ◽  
Clinical Skills ◽  
Real Life ◽  
Information Gathering ◽  
Shared Decision ◽  
Good Communication ◽  
Information Giving ◽  
Treatment Information

Good communication skills form a fundamental principle of the patient- centred clinical consultation. The new Part 3 of the MRCOG, assesses candidates based on their ability to apply the core clinical skills in the context of real- life scenarios. It assesses five core skills domains, with three relating to communication skills; i) Communicating with patients and their families, ii) Communicating with colleagues and iii) Information gathering. Communication skills in the Part 3 clinical assessment can be assessed in many forms: … ● Exploring patient symptoms or concerns (information gathering) ● Explaining a diagnosis, investigation or treatment (information giving) ● Involving the patient in a decision (shared decision making) ● Health promoting activities ● Obtaining informed consent for a procedure ● Breaking bad news ● Communicating with relatives ● Communicating with other members of the health care team … In order to provide patient- centred care, doctors must treat their patients as partners, involving them in the decision making regarding their care and instilling in them a sense of responsibility for their own health. When the patient feels that they are part of the team it increases their satisfaction with care, increases treatment adherence and improves clinical outcomes. It is these skills that are assessed in clinical assessment tasks involving communication. Clinical assessment candidates are often assessed in two communication domains; Process and Content. In order to do well in the information gathering stations, you must be aware of the differential diagnoses that may arise with various presentations and how to explore each one independently and as a collection. When it comes to information giving or shared decision marking, candidates need to be familiar with the most recent Royal College of Obstetrics and Gynaecology guidelines and know how to interpret their meaning to the patient and their families. The Calgary- Cambridge Model is one of the most recognized communication theories in medical education (Kurtz, 1996). This theory can be adapted to fit into most clinical scenarios. Using the Calgary- Cambridge Model, you should be able to obtain the majority of the points related to process.

scholarly journals Exploring what patients with musculoskeletal conditions want from first point-of-contact health practitioners

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Jo Erwin ◽  
Kenneth Chance-Larsen ◽  
Michael Backhouse ◽  
Anthony D Woolf
Keyword(s):  
Focus Groups ◽  
Patient Perspective ◽  
Complementary Therapies ◽  
Health Practitioner ◽  
Shared Decision ◽  
Good Communication ◽  
Health Practitioners ◽  
Core Capabilities ◽  
First Contact ◽  
National Framework

Abstract Objectives This research was conducted to support the development of the Musculoskeletal (MSK) Health Capabilities Framework to ensure that the framework reflected patients’ priorities. The aim of this study was to explore what patients with MSK problems want from their initial consultation with a first contact health practitioner and, from the patient perspective, what characterizes a good first contact health practitioner. Methods Focus groups were held in four locations across England. Sixteen participants, aged 19–75 years and with a self-declared MSK condition, took part (11 female, five male). Participants discussed the questions they want answered when first going to see a health professional about an MSK problem and how they would describe a good first contact health provider. Results Participants wanted answers to questions about the nature of the problem, the management of the problem, where to get information and support to help themselves, what activities they can do and what the future holds. Values and behaviours they expect and value from first contact health practitioners include good communication skills, appreciation of impact, a willingness to discuss alternative and complementary therapies, shared decision-making and an awareness of their own limitations and when to refer. Conclusion The MSK core capabilities framework for first contact health practitioners aims to ensure a person-centred approach in the first stages of managing any MSK problem with which a person may present. The focus groups enabled the developers of the framework to achieve a greater understanding of patient priorities, expectations and needs and allowed the patient perspective to be included in this national framework.

The challenge of exceptional communication

2014 ◽  
Vol 27 (2) ◽  
pp. 57-59 ◽  
Author(s):  
Gary Fitsimmons
Keyword(s):  
Communication Process ◽  
Workplace Communication ◽  
Workplace Relationships ◽  
Bottom Line ◽  
Content Type ◽  
Good Communication ◽  
Communication Practice ◽  
Communication Practices ◽  
Practical Implications

Purpose – The purpose of this article is to promote good communication practices. Design/methodology/approach – The article defines the elements of the communication process, shows the most likely trouble spots in that process and discusses what good communication practice looks like practically. Findings – The article’s findings are that the key to good communication practices is strong trusting relationships between the communicators. Practical implications – Good communication practices affect productivity and therefore the bottom line. Social implications – Workplace relationships affect the quality of workplace communication and vice versa. Originality/value – The value of the article is a reminder of how to deal effectively with one of the most common workplace challenges.

scholarly journals Building on strengths: A new framework for positive youth development program practice

2017 ◽  
Vol 24 (1) ◽  
pp. 5-22
Author(s):  
Kathryn Seymour
Keyword(s):  
Youth Development ◽  
Service Providers ◽  
Good Practice ◽  
Development Program ◽  
Learning And Development ◽  
Youth Development Program ◽  
New Synthesis ◽  
Program Environment ◽  
Practice Framework ◽  
New Framework

AbstractThis article introduces a new strengths-based approach to youth development program practice developed in Queensland, Australia. This approach is encapsulated in a good practice framework, its six principles, their underlying indicators and examples of action. The framework is a wholly new synthesis of academic, youth and practitioner expertise, and demonstrates the complex ecological nature of youth programs and the bi-directional links between the diversity of staff and youth needs, and contributions made within the program environment. I introduce the framework by discussing each of the six principles, which focus on the themes of learning and development; leadership and decision making; an inclusive ethos; community service; partnerships and networking; and ethical promotion. Taken together, the principles presented here embody an innovative, comprehensive and comprehensible framework for volunteer and paid youth practitioners, service providers and youth studies scholars.

scholarly journals A Good Practice (based on ELINET criteria) of Non-formal Education Involving a Library to Improve Literacy Skills (on the example of Hungarian project)

2018 ◽  
Vol 2 (27) ◽  
pp. 37-54
Author(s):  
Ildikó Szabó
Keyword(s):  
Formal Education ◽  
Good Practice ◽  
National Level ◽  
Literacy Skills ◽  
European Countries ◽  
John Von Neumann ◽  
Von Neumann ◽  
Good Practices ◽  
Raising Awareness ◽  
Practice Framework

Started in February 2014, ELINET project run for 2 years including 28 European countries. It aimed to analyse and consult on literacy policies at a local, regional, national, and trans-national level, raising awareness of literacy issues and coordinating campaigns. Ultimately, the fruit of this network was to include a European framework of good practice in raising literacy levels and a sample of corresponding examples. The paper is to present the way good practices were collected and reviewed; and introduces a good practice (run by John von Neumann University Pedagogical Faculty, “Reading belongs to everyone, even to you!”) based on the ELINET good practice framework.

scholarly journals Service evaluation of the mental health assessment service (MHAS) in Dudley, West Midlands

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S356-S356
Author(s):  
Mark Winchester ◽  
Amitav Narula ◽  
Rachel Davis ◽  
Ella McGowan
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Care Pathway ◽  
Single Point ◽  
Good Practice ◽  
Health Assessment ◽  
Service Evaluation ◽  
Good Communication ◽  
Service Specification ◽  
Referral Form

AimsTo assess how well MHAS meets the service specificationTo ascertain areas of good practiceTo examine whether the referral form is being used in an appropriate mannerTo elucidate areas of good communication and whether any improvement can be madeBackgroundLaunched in 2012, MHAS is the single point of access service for mental health services for patients aged 16–65 years, with a general practitioner (GP) in Dudley, who are not currently open to secondary care. Assessments are completed by a medic, community psychiatric nurse or jointly. It aims to identify the most appropriate care pathway for patients. This audit was a comprehensive assessment of how effective MHAS is at ensuring patients are adequately triaged.Method10 cases from each month between April 2018 and March 2019 were randomly selected from all 980 anonymised MHAS referrals. A proforma was developed based on current practice, previous audits and service specification. A team of four doctors assisted in the data collection and only electronic health records (EHR) were reviewed.Result88.3% of referrals were recorded on the EHR. Only 61.7% of referrals used the proforma with the other referrals mostly being in the form of a letter, which often missed out information vital to the triaging process. Only 4.2% of referrals are from Primary Care Mental Health Nurses (PCMHN) with 85.8% arising from GPs. Urgent referrals were not discussed with MHAS via telephone contact in about 60% of cases. The majority of patients had telephone screening completed the same day and were then discussed the next working day at the daily referral meeting. Although a brief summary for the GP was being sent the same day in all cases, over half of the comprehensive assessments were not being sent within the five day timeframe.ConclusionAll referrals must be uploaded to the EHR and completed using the service's proforma. PCMHNs may be currently under-utilised or effectively doing their jobs at managing mental health patients in primary care. GPs regularly referring via letter require further training and support to use the proforma. The proforma may require simplification to make it easier to complete. The service specification requires review as it makes unrealistic demands of the service. All referrals must be discussed at the daily referral meeting. Further investigation is required to understand why MHAS is struggling to meet timeframes for appointments and letters.

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