scholarly journals East Sussex Nursery Transformation Programme (2015–2020): embedding a best practice approach to healthy food in early years settings

2022 ◽  
Vol 142 (1) ◽  
pp. 7-9
Author(s):  
P Mucavele ◽  
C Wall ◽  
N Blake
2021 ◽  
Vol 14 (3) ◽  
pp. 159-167
Author(s):  
Rajesh Varma

Significant progress has been made in improving the awareness of young people of available contraception services and their access to these services. Nonetheless, many young people are reluctant to engage with health care professionals, and thus, can experience adverse consequences, such as unplanned pregnancy and sexually transmitted infection. This article presents a best practice approach to the management of young people requesting contraception in primary care. A systematic approach is advocated, employing an age-appropriate consultation style, confidentiality, competency testing, risk assessment and an individualised contraceptive treatment plan.


2021 ◽  
Vol 23 (3) ◽  
pp. 26-27
Author(s):  
Sian Marsh

The sights, smells and sounds of early years outdoor learning are more important than ever in our post-lockdown world, says Sian Marsh of Best Practice Network.


2022 ◽  
Vol 20 (1) ◽  
Author(s):  
Sally Mackay ◽  
Sarah Gerritsen ◽  
Fiona Sing ◽  
Stefanie Vandevijvere ◽  
Boyd Swinburn

Abstract Background The INFORMAS [International Network for Food and Obesity/Non-communicable Diseases (NCDs) Research, Monitoring and Action Support] Healthy Food Environment Policy Index (Food-EPI) was developed to evaluate the degree of implementation of widely recommended food environment policies by national governments against international best practice, and has been applied in New Zealand in 2014, 2017 and 2020. This paper outlines the 2020 Food-EPI process and compares policy implementation and recommendations with the 2014 and 2017 Food-EPI. Methods In March–April 2020, a national panel of over 50 public health experts participated in Food-EPI. Experts rated the extent of implementation of 47 “good practice” policy and infrastructure support indicators compared to international best practice, using an extensive evidence document verified by government officials. Experts then proposed and prioritized concrete actions needed to address the critical implementation gaps identified. Progress on policy implementation and recommendations made over the three Food-EPIs was compared. Results In 2020, 60% of the indicators were rated as having “low” or “very little, if any” implementation compared to international benchmarks: less progress than 2017 (47%) and similar to 2014 (61%). Of the nine priority actions proposed in 2014, there was only noticeable action on one (Health Star Ratings). The majority of actions were therefore proposed again in 2017 and 2020. In 2020 the proposed actions were broader, reflecting the need for multisectoral action to improve the food environment, and the need for a mandatory approach in all policy areas. Conclusions There has been little to no progress in the past three terms of government (9 years) on the implementation of policies and infrastructure support for healthy food environments, with implementation overall regressing between 2017 and 2020. The proposed actions in 2020 have reflected a growing movement to locate nutrition within the wider context of planetary health and with recognition of the social determinants of health and nutrition, resulting in recommendations that will require the involvement of many government entities to overcome the existing policy inertia. The increase in food insecurity due to COVID-19 lockdowns may provide the impetus to stimulate action on food polices.


2014 ◽  
Vol 22 (3) ◽  
pp. 7-10

Purpose – The purpose of this paper is to observe how telecommunication giant BT has used e-learning to prepare more than 6,000 information technology (IT) and technical staff over the past 2 years to support a move into new markets. Design/methodology/approach – Reveals how the company met the challenges of rapidly improving the skills of IT and technical staff, standardized a best-practice approach to IT training across key lines of business and increased levels of staff engagement. Findings – Charts the creation of flexible learning and development programs known as accredited-learning pathways (ALPs), which have since been developed to cover wider areas of employee training at BT. Practical implications – Explains that ALPs now form a key part of BT’s strategic workforce improvement initiatives and are instrumental in embedding continuous learning and accreditation for IT skills. More than 6,000 people have completed ALP content since the program inception in 2011. Social implications – Reveals that the success of the program resulted in BT being awarded the Best IT Training accolade at the training company Skillsoft’s annual user conference in 2013, by a panel of independent industry experts. Originality/value – Provides the inside story of a key development initiative at a major international telecommunications company.


2018 ◽  
Vol 36 (01) ◽  
pp. 042-049
Author(s):  
Samantha Kozica-Olenski ◽  
Helena Teede ◽  
Rhonda Garad

AbstractResearch translation and evaluation are often underconsidered in research design and implementation thus limiting research benefit to the end user. In this article, we first describe a best practice approach to evaluation, for a center of research excellence in polycystic ovary syndrome. Within this, we outline a comprehensive research translation program with inbuilt evaluation of the first International Evidence-based Guideline for the Assessment and Management of Polycystic Ovary Syndrome (2018). We seek to provide a real-world example of comprehensive approaches to evaluation and research translation.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Fabiola Stollar ◽  
Bernard Cerutti ◽  
Susanne Aujesky ◽  
Mathieu Nendaz ◽  
Annick Galetto-Lacour

2011 ◽  
Vol 5 (S6) ◽  
Author(s):  
B Casini ◽  
A Buzzigoli ◽  
P Valentini ◽  
A Vecchione ◽  
F Torracca ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document