scholarly journals A Systematic Review of UK Educational and Training Materials Aimed at Health and Social Care Staff about Providing Appropriate Services for LGBT+ People

2019 ◽  
Vol 16 (24) ◽  
pp. 4976 ◽  
Author(s):  
Ros Hunt ◽  
Christopher Bates ◽  
Susan Walker ◽  
Jeffrey Grierson ◽  
Sarah Redsell ◽  
...  
Keyword(s):  
Health Professionals ◽  
Social Care ◽  
Care Staff ◽  
Behaviour Change Techniques ◽  
Narrative Synthesis ◽  
Educational Materials ◽  
Lgbt Issues ◽  
Training Materials ◽  
Health And Social Care ◽  
Lgbt People

Background: There is greater dissatisfaction with health services by LGBT people compared to heterosexual and cisgender people and some of this is from lack of equality and diversity training for health professionals. Core training standards in sexual orientation for health professionals have been available since 2006. The purpose of this project is to systematically review educational materials for health and social care professionals in lesbian, gay, bisexual, and transgender (LGBT) issues. Methods: A protocol was developed and searches conducted in six databases. Selection criteria: any studies reporting delivery or evaluation of UK education of health and/or social care professionals in LGBT issues, with no language or setting restrictions. Inclusions and data extraction were conducted in duplicate. Narrative synthesis of educational evaluations was used. Educational materials were assessed using thematic synthesis. Results: From the searches, 165 full papers were evaluated and 19 studies were included in the narrative synthesis. Three were successful action-research projects in cancer services and in residential care. Sixteen sets of educational/training materials have been available since 2010. These varied in length, scope, target audience, and extent of development as classroom-ready materials. Conclusions: Despite the availability of appropriate training programmes for post-qualifying staff, recommendations to undertake training, best practice examples, and statements of good intent, LGBT people continue to report that they are experiencing discrimination or direct prejudice from health and/or social care services. Better training strategies using behaviour change techniques are needed.

scholarly journals ‘We treat them all the same’: the attitudes, knowledge and practices of staff concerning old/er lesbian, gay, bisexual and trans residents in care homes

2016 ◽  
Vol 38 (5) ◽  
pp. 869-899 ◽  
Author(s):  
PAUL SIMPSON ◽  
KATHRYN ALMACK ◽  
PIERRE WALTHERY
Keyword(s):  
Sufficient Conditions ◽  
Direct Care ◽  
Care Staff ◽  
Care Homes ◽  
Legal Rights ◽  
Care Needs ◽  
Everyday Functioning ◽  
Lgbt Issues ◽  
Health And Social Care ◽  
Lgbt People

ABSTRACTThe distinct needs of lesbian, gay, bisexual and trans (LGBT) residents in care homes accommodating older people have been neglected in scholarship. On the basis of a survey of 187 individuals, including service managers and direct care staff, we propose three related arguments. First, whilst employees’ attitudes generally indicate a positive disposition towards LGBT residents, this appears unmatched by the ability to recognise such individuals and knowledge of the issues and policies affecting LGBT people. Statements such as, ‘We don't have any [LGBT residents] at the moment’ and ‘I/we treat them all the same’ were common refrains in responses to open-ended questions. They suggest the working of heteronormativity which could deny sexual and identity difference. Second, failure to recognise the distinct health and social care needs of LGBT residents means that they could be subject to a uniform service, which presumes a heterosexual past and cisgender status (compliance with ascribed gender), which risks compounding inequality and invisibility. Third, LGBT residents could be obliged to depend largely on the goodwill, knowledge and reflexivity of individual staff (including people of faith) to meet care and personal needs, though such qualities were necessary but not sufficient conditions for inclusion and no substitute for collective practices (involving commitment to learn about LGBT issues) that become integral to care homes’ everyday functioning. A collective approach is key to advancing inclusion, implementation of legal rights to self-expression and securing equality through differentiated provision.

scholarly journals Achieving real equality in health and social care: IENE9 project, a work in progress for LGBT+ people

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Lopez-Villegas ◽  
R Lopez-Liria ◽  
P Rocamora-Perez ◽  
A Pezzella ◽  
V Dudau ◽  
...  
Keyword(s):  
Social Care ◽  
Training Model ◽  
Theory And Practice ◽  
Culturally Competent ◽  
Teaching Resources ◽  
Massive Open Online Course ◽  
Lgbt Issues ◽  
Health And Social Care ◽  
Lgbt People ◽  
Set Up

Abstract Background Issues with professional conduct and discrimination against Lesbian, Gay, Bisexual, Transgender (LGBT+) people in health and social care, continue to exist in most EU countries and worldwide. Objectives The project IENE9 titled: “Developing a culturally competent and compassionate LGBT+ curriculum in health and social care education” aims to enable teacher/trainers of theory and practice to enhance their skills regarding LGBT+ issues and develop teaching tools to support the inclusion of LGBT+ issues within health and social care curricula. The newly culturally competent and compassionate LGBT+ curriculum will be delivered though a Massive Open Online Course (MOOC) which is aimed at health and social care workers, professionals and learners across Europe and worldwide. Results We have identified educational policies and guidelines at institutions teaching in health and social care, taken into account for developing the learning/teaching resources. The MOOC will be an innovative training model based on the Papadopoulos (2014) model for “Culturally Competent Compassion”. The module provides a logical and easy to follow structure based on its four constructs 'Culturally Aware and Compassionate Learning', 'Culturally Knowledgeable and Compassionate Learning', 'Culturally Sensitive and Compassionate Learning', 'Culturally Competent and Compassionate Learning'. Conclusions Specific training may result in better knowledge and skills of the health and social care workforce, which helps to reduce inequalities and communication with LGBT+ people, as well as diminishing the feelings of stigma or discrimination experienced. Key messages More information about the IENE 9 project at http://iene-lgbt.com. The partners organization will support local partners, education and training providers, LGBT+ care organizations to do learning using our platform and our created MOOC, to set up new training.

scholarly journals Impact of dementia education and training on health and social care staff knowledge, attitudes and confidence: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039939
Author(s):  
Sahdia Parveen ◽  
Sarah Jane Smith ◽  
Cara Sass ◽  
Jan R Oyebode ◽  
Andrea Capstick ◽  
...  
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Education And Training ◽  
Care Staff ◽  
Cross Sectional ◽  
Health And Social Care ◽  
Training Content ◽  
The Impact ◽  
And Training ◽  
Dementia Education

ObjectivesThe aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.DesignCross-sectional survey study. Data collection occurred in 2017.SettingsHealth and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.ParticipantsAll health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).OutcomesKnowledge, attitude and confidence of health and social care staff.ResultsHierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).ConclusionThe results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.

The COVID-19 vaccine: a programme of protection

2021 ◽  
Vol 17 (2) ◽  
pp. 57-58
Author(s):  
Linda Nazarko
Keyword(s):  
Social Care ◽  
Care Staff ◽  
Frontline Staff ◽  
Health And Social Care

Frontline health and social care staff are routinely exposed to the COVID-19 virus during their work. NHS staff were among the first to be offered vaccination and 93% of frontline staff have now been vaccinated. London and Wales have much lower levels of vaccination. Linda Nazarko examines the reasons and outlines the benefits of vaccination

scholarly journals Introducing the Care Certificate Evaluation: Innovative practice

Dementia ◽  
2017 ◽  
Vol 19 (2) ◽  
pp. 512-517
Author(s):  
Elaine Argyle ◽  
Louise Thomson ◽  
Antony Arthur ◽  
Jill Maben ◽  
Justine Schneider ◽  
...  
Keyword(s):  
Staff Development ◽  
Social Care ◽  
Policy Research ◽  
Research Programme ◽  
Direct Care ◽  
Care Staff ◽  
Care Provision ◽  
Front Line ◽  
Department Of Health ◽  
Health And Social Care

Although investment in staff development is a prerequisite for high-quality and innovative care, the training needs of front line care staff involved in direct care have often been neglected, particularly within dementia care provision. The Care Certificate, which was fully launched in England in April 2015, has aimed to redress this neglect by providing a consistent and transferable approach to the training of the front line health and social care workforce. This article describes the early stages of an 18-month evaluation of the Care Certificate and its implementation funded by the Department of Health Policy Research Programme.

scholarly journals The Role of Empathy in Health and Social Care Professionals

Healthcare ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 26 ◽  
Author(s):  
Maria Moudatsou ◽  
Areti Stavropoulou ◽  
Anastas Philalithis ◽  
Sofia Koukouli
Keyword(s):  
Undergraduate Students ◽  
Health Professionals ◽  
Social Care ◽  
Academic Culture ◽  
Three Dimensions ◽  
Number Of Patients ◽  
Health And Social Care ◽  
Current Article ◽  
The Subject

The current article is an integrative and analytical literature review on the concept and meaning of empathy in health and social care professionals. Empathy, i.e., the ability to understand the personal experience of the patient without bonding with them, constitutes an important communication skill for a health professional, one that includes three dimensions: the emotional, cognitive, and behavioral. It has been proven that health professionals with high levels of empathy operate more efficiently as to the fulfillment of their role in eliciting therapeutic change. The empathetic professional comprehends the needs of the health care users, as the latter feel safe to express the thoughts and problems that concern them. Although the importance of empathy is undeniable, a significantly high percentage of health professionals seem to find it difficult to adopt a model of empathetic communication in their everyday practice. Some of the factors that negatively influence the development of empathy are the high number of patients that professionals have to manage, the lack of adequate time, the focus on therapy within the existing academic culture, but also the lack of education in empathy. Developing empathetic skills should not only be the underlying objective in the teaching process of health and social care undergraduate students, but also the subject of the lifelong and continuous education of professionals.

scholarly journals Medicines reablement in intermediate health and social care services

2017 ◽  
Vol 18 (04) ◽  
pp. 305-315
Author(s):  
Kate Gerrish ◽  
Sara Laker ◽  
Sarah Wright ◽  
Wendy Stainrod
Keyword(s):  
Social Care ◽  
Training Programme ◽  
Care Staff ◽  
Intermediate Care ◽  
Structured Interviews ◽  
Self Administration ◽  
Frontline Staff ◽  
Care Services ◽  
Health And Social Care ◽  
Pharmacy Technicians

Aim To evaluate a medicines reablement initiative involving health and social care, to include consideration of the training package, proportion of patients reabled successfully, and patient and staff perspectives of the service. Background Intermediate care services provide short-term intervention to support patients with chronic conditions transition from hospital to community-based services and involves maximising patients’ independence through reablement. The term ‘medicines reablement’ describes the process of rehabilitating patients to be independent with their medication. Methods Pharmacy technicians led the medicines reablement initiative. They delivered a competency-based training programme for frontline health and social care staff. They assessed and set goals with patients to facilitate independence in self-administration of their medication. The pharmacy technicians provided on-going support to staff helping patients to reable. They reassessed patients after six weeks to determine if medicines reablement had been successful or whether further input was needed. Data were collected by means of a questionnaire and semi-structured interviews with pharmacy technicians, frontline staff, managers, and patients. Findings Twenty per cent of patients discharged from hospital to intermediate care were assessed to be suitable for medicines reablement. Of these patients, 44% were successfully reabled and a further 25% benefited from the input of a pharmacy technician. Patients and staff were positive about medicines reablement, emphasising the importance of patients attaining independence for self-administration of medication. Although following training, health and social care staff felt confident in facilitating medicines reablement they valued on-going access to pharmacy technicians for timely support, help with problem solving, and advice throughout the reablement process. Conclusion Medicines reablement can lead to patients becoming independent with taking medication and contribute to staff satisfaction. Pharmacy technicians can play an important part in delivering medicines reablement training to frontline staff and overseeing the reablement process. Further research examining medicines reablement is needed to develop a stronger evidence base.

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