Catharine Jenkins

Evaluation of Dementia Training for Staff in Acute Hospital Settings

The development, pilot and evaluation of a brief psychosocial training intervention (BPTI) for staff working with people with dementia in an acute hospital setting are described. The project had two phases. Phase one involved adapting an existing competency framework and developing the BPTI using focus groups. For the pilot and evaluation, in phase two, a mixed methods approach was adopted using self-administered standardised questionnaires and qualitative interviews. Qualitative analysis suggested that delivering skills-based training can develop communication, problem-solving and self-directed learning skills; benefit staff in terms of increased knowledge, skills and confidence; and be problematic in the clinical area in terms of time, organisation and the physical environment. These factors must be taken into consideration when delivering training. These changes were not reflected in the quantitative results and measures were not always sensitive to changes in this setting. Definitive conclusions cannot be drawn about the efficacy of the intervention, due to the contradictory outcomes between the quantitative and qualitative data. Further developments and research are required to explore how staff and organisations can be supported to deliver the best possible care.

The experiences of staff in a specialist mental health service in relation to development of skills for the provision of person centred care for people with dementia

It is estimated that 820,000 people in the UK have dementia. Dementia costs the UK 17 billion a year and in the next 30 years this will treble to over £50 billion a year. There is a need to raise competence of staff delivering care to people living with dementia across health, social and voluntary sector provision. Effective education and training will build capacity and improve staff knowledge. However, at present not enough is known about the experiences of staff involved in gaining the skills, knowledge and attitudes required to support provision of high quality care for people with dementia. This study was conducted within a large National Health Service Trust in the UK serving an urban, ethnically mixed population, in collaboration with a local university. The trust responded to government policy by seeking to identify staff training needs. The aim was to explore the experiences of staff working within a specialist mental health service in relation to development of skills for the provision of person-centred care for people with dementia. To achieve this, staff roles, experiences of dementia training and the ways in which staff feel they learn were explored through focus group interviews. Relatives’ views of staff competencies necessary for effective care provision were also explored to supplement the data from staff. A total of 70 staff and 16 family carers participated and data were subjected to inductive thematic analysis. Five themes emerged: competency-based skills, beliefs, enablers and barriers and ways of learning. Findings suggested participants felt that skills for person-centred care were innate and could not be taught, while effective ways of learning were identified as learning by doing, learning from each other and learning from experience.

Development of a competency framework for a specialist dementia service

Purpose – The purpose of this paper is to discuss the development of a competency framework for staff working in a specialist service for people with dementia. Design/methodology/approach – A qualitative and purposive methodology was used and included focus groups, questionnaires and interviews. Content analysis together with synthesis of literature was used to generate the competency framework. Findings – A competency framework was developed with eight main clusters. These were: skills for working effectively with people with dementia and their families; advanced assessment skills; enhancing psychological well-being; understanding behaviours; enhancing physical well-being; clinical leadership; understanding ethical and legal issues; and demonstrating skills in personal and professional development. Research limitations/implications – Further research is needed to include service user perspectives. Practical implications – The framework could be implemented in practice by managers, health care professiona...

Solution-oriented learning: an innovative approach that promotes motivation and resilience

This article explores the use of Solution Orientated Learning (SOL) as an approach to coping with formal learning and practice development needs. The article explains each step of the SOL process and gives examples related to student and qualified nurses’ experiences. Time Out activities give opportunities to apply theory to practice. The authors propose that wider application of the SOL principles can support nurses in building resilience. Aim: To empower readers with the tools and strategies that will enable them to apply the SOL approach to meet academic and practice learning needs Intended Learning Outcomes After reading and participating in this CPD learning you’ll be able to:  Clarify your goals  Build your own and others’ motivation  Use the SOL approach to design achievable steps that will take you to your desired learning outcomes  Collaborate with other people in mutually supportive peer learning experiences  Feel in control of your learning and empowered with strategies to enable you to meet future learning goals

Solution orientated learning to build resilience in mental health nursing students and recently qualified nurses

Climate variability is a phenomenal challenge to the citizens of the globe. It is noticeable from many documented studies that climate variability is taking place at an alarming rate. The globe has been experiencing an increase in temperature of approximately ≈ 0.2 0 C after every ten years for the last three decades. It is also established that rainfall increased significantly from 1900 to the 1950 then dropped from 1970 to present. The total sum of such extremes is a terribly affected livelihood in particular those living below the dollar. However, farmers in Matungulu West, in Machakos County Kenya have established their own measures and strategies to address the effects posed by climate variability. That informed the main objective of this study which was To determine adaptation measures and coping strategies being practiced by households in Matungulu West in Machakos County Kenya in addressing climate variability. A structured questionnaire which was developed and pre-tested was used to interview 380 randomly selected household heads to elicit information . Findings of the study indicate that most (52.2%) of the farmers have reduced or spread risks by replanting with early maturing maize, (26.4%) staggering planting dates, (2.9%) changing crops when replanting, (6.6%) grazing of failed parcels of land and (11.9%) carrying out varietal selection of stress resistant to suit the prevailing conditions. It was established further that (64.8%) of the respondents preferred early sowing as an adaptation option while (1.4%) indicated that they were practicing irrigation farming to combat climate variability . This study made a conclusion that there is a broad range of contrasting diversification strategies employed between different types of households headed by either females or males with the ownership or lack of ownership of cattle being a key factor that cuts across household types and which provided considerable additional flexibility.