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Found 33 results
  1. Content Article
    More information about "Navigating the healthcare system as a university student: My personal experience"
    Moving away from home and starting university has been a transformative experience. As an 18-year-old studying law and international relations, I’ve enjoyed the new found independence and academic challenges. However, persistent health issues have complicated my transition, leading to a frustrating journey through the healthcare system. My health struggles Since starting university, I’ve dealt with multiple colds and flu-like symptoms, some may call it ‘freshers flu’. A productive cough that lingered for over a month concerned me, but the situation took a serious turn when I started feeling dizzy and breathless with minimal exertion. Realising the severity of my condition, I knew I needed medical help. Seeking help: a series of missteps 1. Pharmacy visit My first stop was the local pharmacy. After describing my symptoms, the pharmacist suspected iron deficiency and recommended iron tablets. While this seemed plausible, my condition continued to worsen, prompting a call to my parents. 2. Exploring options: walk-in GP and NHS 111 My parents suggested visiting a walk-in GP, but I discovered none were available in my area. I then called NHS 111, hoping for guidance. They advised going to Accident and Emergency (A&E) but also mentioned they would request a GP call-back. Given the NHS’s known pressures, I was hesitant to visit A&E for what I didn’t consider an emergency. 3. Urgent treatment centre attempt My mum then suggested my local hospital’s urgent treatment centre. I mustered my energy to go there, only to be informed that I needed a GP appointment. They again suggested A&E. 4. Finally, A&E Feeling increasingly unwell, I headed to A&E. Although it felt like I was going in circles, this decision was crucial. At A&E, I was redirected to the urgent treatment centre where I finally saw an excellent doctor. I was seen quickly, diagnosed and given medication that soon began to help. A few days later, I received a message from NHS 111 stating that my request for a GP call-back had dropped off the system due to the delay. This entire experience has been eye-opening and frustrating. As a young and intelligent individual, I found navigating the healthcare system challenging. I can only imagine how overwhelming it must be for older adults, those with additional needs or those less familiar with the process. Lessons learned Navigating healthcare while dealing with a serious condition can be daunting. Here are some key takeaways from my experience that may help other university students or young adults who have moved away from home for the first time: Register with a local GP early As soon as you arrive at university, register with a local GP. It’s crucial to have access to medical care, especially when living away from home for the first time. Understand your options Familiarise yourself with the local healthcare facilities, including urgent treatment centres, walk-in clinics and A&E. Knowing where to go in different situations can save valuable time and stress. Persist and advocate for yourself Don’t be afraid to seek second opinions or alternative solutions if your initial attempts to get help are unsuccessful. Be persistent in advocating for your health needs. Stay informed about healthcare systems Understanding how the healthcare system works, including the pressures it faces, can help you make informed decisions about when and where to seek care. Moving forward Despite the hurdles, my health is now improving thanks to the excellent care I eventually received. This experience has taught me the importance of being proactive about my health and understanding the healthcare system. As I continue my university journey, I’ll be better prepared to navigate any future health challenges. If you’re a student facing similar issues, remember that you’re not alone. Reach out to university health services, friends and family for support. And most importantly, take your health seriously—it’s the foundation upon which all other successes are built. Reflections from my mother My mother, who is a healthcare professional working in the NHS, has had her own set of frustrations and concerns for me throughout this ordeal. She shares her own reflections on my experience: Frustration and helplessness Despite my extensive knowledge of the healthcare system, I felt powerless to help my child navigate the healthcare system from miles away. It was frustrating to be unable to fix the situation quickly and efficiently. Worry and concern Being far from home, I was naturally worried about my son’s health. The distance amplified my anxiety, knowing that they were dealing with worsening symptoms without immediate access to care. Concern for others I am also deeply concerned for other students and individuals who might be in similar situations but are not as vocal or persistent. How do they cope and navigate the system, especially those without a strong support network? Emotional impact This experience left me feeling upset and distressed. As a healthcare professional, I am acutely aware of the pressures on the NHS and the potential for patients to fall through the cracks. Seeing my own son’s struggle highlighted these issues in a very personal way. Are you a student or a young adult who has moved away from home for the first time? How easy have you found it accessing healthcare. We would love to hear your stories. Please comment below (you will need to register with the hub, it's free and easy to sign up), share your story in our community forum, or email us at [email protected]. Related reading The challenges of navigating the healthcare system: David's story The challenges of navigating the healthcare system: Margaret's story The challenges of navigating the healthcare system: Sue's story Lost in the system? NHS referrals "I love the NHS, BUT..." Preventing needless harms caused by poor communication in the NHS (DEMOS, November 2023) Robust collaborative practice must become the bedrock of modern healthcare Robbie: A homeless patient’s struggles with the system Digital-only prescription requests: An elderly woman sent round the houses Lost in the system: the need for better admin Digital-only prescription requests: An elderly woman sent round the houses
  2. Content Article
    Food allergy affects around 7-8% of children worldwide, or about two children in an average-sized classroom. As children spend at least 20% of their waking hours in school, it is not surprising that data show that 18% of food allergy reactions and 25% of first-time anaphylactic reactions occur at school. This report by the Benedict Blythe Foundations looks at the prevalence and seriousness of allergies in school-aged children, and the devastating consequences when things go wrong at school. The report makes a number of recommendations to improve the safety of children with food allergies in UK schools, including changes to the law. The report recommends: 1. Making it mandatory for all schools: to have an allergy policy, including an anaphylaxis plan for pupils with food allergies, an IHP and anaphylaxis action plan completed (and regularly updated) collaboratively by the child, parents/carers and school staff to hold spare AAIs that are in-date to implement training for school staff and teachers on allergies and anaphylaxis and a whole school allergy awareness approach 2. Government funding for the additional cost to schools for AAIs and training 3. DfE/FSA commissioned research into the effectiveness of approaches and interventions to optimise the preparedness of schools for preventing allergic reactions and managing anaphylaxis 4. Adherence to these measures to be checked as part of schools’ assessments by Ofsted
  3. Content Article
    This video made by Health Education England and the Restraint Reduction Network looks at the impact of inappropriately used restraint practices in mental health and learning disability services. Three people with lived experience of restraint discuss the impact it has had on their lives and why they are campaigning for change.
  4. Content Article
    e-Bug, operated by the UK Health Security Agency, is a health education programme that aims to promote positive behaviour change among children and young people to support infection prevention and control efforts, and to respond to the global threat of antimicrobial resistance. e-Bug provides free resources for educators, community leaders, parents, and caregivers to educate children and young people and ensure they are able to play their role in preventing infection outbreaks and using antimicrobials appropriately.
  5. Content Article
    Institutional racism within the United Kingdom's (UK) Higher Education (HE) sector, particularly nurse and midwifery education, has lacked empirical research, critical scrutiny, and serious discussion. This paper focuses on the racialised experiences of nurses and midwives during their education in UK universities, including their practice placements. It explores the emotional, physical, and psychological impacts of these experiences. The study concludes that the endemic culture of racism in nurse and midwifery education is a fundamental factor that must be recognised and called out. The study argues that universities and health care trusts need to be accountable for preparing all students to challenge racism and provide equitable learning opportunities that cover the objectives to meet the Nursing and Midwifery Council (NMC) requirements to avoid significant experiences of exclusion and intimidation.
  6. Content Article
    This blog by the Centre for Mental Health looks at data about young people's mental health in 2022 from NHS Digital, highlighting the urgent need for effective mental health services and support for young people. It looks at what needs to change to improve the picture for young people's mental health including addressing child poverty, implementing whole school and college approaches and investing in early intervention support. Key findings One in four teenagers aged 17-19 have a mental health difficulty, an increase from one in six in 2021. Poverty continues to have a strong link to young people’s poor mental health. Reversed patterns of probable mental health difficulty for boys/young men and girls/young women highlights the need for specific gender-specific approaches. Young people with a mental health difficulty are more likely to have negative experience of social media. Young people with a mental health difficulty are more likely to miss school and feel unsafe while at school.
  7. Event
    until
    Vaccine uptake in the UK is dropping, and we are failing to meet the WHO’s 95% coverage target. To help address this, we must understand people’s attitudes and experiences of vaccines, so we can grasp their concerns and better support them. Children’s attitudes are important too, because they must feel empowered to make health decisions. RSPH research with Children and Young People (CYP) shows that they trust vaccines and think they are important to their health. However, trust varies by ethnicity, with results showing that 85% of white CYP trust vaccines, in comparison to 71% of Asian and 74% of black CYP. Knowledge varies around which vaccines they think are available to them and they do not necessarily know which vaccines they can have. Whilst 61% of CYP understood how vaccines worked, they reported concerns about side effects (63%), safety (57%), whether they will hurt (55%) and the costs of accessing vaccines (16%). These findings have practical implications for practitioners working with CYP and delivering vaccines. In this webinar, we will explore: The impact of inequalities on access to vaccines and information about vaccinations. What challenges the public health workforce face in delivering vaccines. How the workforce – and others involved in vaccine delivery - can be supported to develop and deliver vaccines programmes Register for the webinar
  8. News Article
    The number of nurses in schools has fallen in recent years, prompting fears that pupils’ lives are being put “at risk”. Teaching assistants are being asked to carry out medical interventions, such as injections, without adequate training or support, the GMB union, which represents school staff, has said. Data, obtained by the GMB union through a Freedom of Information request, shows the number of school nurses has fallen by 11 per cent in four years – from 472 in 2015 to 420 in 2018. Karen Leonard, National Schools Officer at the GMB union, said: “The uncomfortable truth is that in too many schools children are not getting the medical support they need.” Ms Leonard added: “School staff should not administer medicine unless they feel fully confident in their training and lines of accountability, but often they are placed in uncomfortable situations." “This is a highly stressful state of affairs for children, parents, and staff, who fear they will be blamed if something goes wrong. It is not alarmist to say that lives are at risk.” Read full story Source: The Independent, 23 February 2020
  9. Content Article
    Health services in college and university campuses are under pressure to respond to COVID-19 with patient safety in mind. This article  from Abelson et al. in The Seattle Times discusses weakness in university health services that undermine their ability to do so. It shares interviews with students that discuss misdiagnosis and diagnostic delays due to the impact of the pandemic.
  10. Content Article
    In her latest Letter from America, Lorri Zipperer explores the lack of coordination that is undermining the current US response to the COVID-19 crisis and preparation for the next phase. Letter from America is the latest in a Patient Safety Learning blog series highlighting new accomplishments and patient safety challenges in the United States. Meredith Wilson’s “The Music Man” is an American musical set in 1900’s River City Iowa. First seen on Broadway and then as a 1960s film, the story rests on hope that arrives in town on the shoulders of a con man, Harold Hill. There are lots of themes we could track from this story into our times today – but one scene in particular is on point for this month’s letter. Hill distributes music and instruments to his students with instructions to practice on their own and they come together to play for the town. Let’s just say it doesn’t go so well. Although committed to the goal, the kids can’t play the music without solid instruction, synchronised development, collective practice and effective leadership. A band needs to follow the same score of the same tune in order to MAKE music that works. The COVID response in the US seems to have put patients, the public and clinicians in a situation similar to that of the River City kids. States, schools and cities seem to be playing from different arrangements of the same tune resulting in a lack of coordination and consistency across the country. The result is not just noise but profound failure. Ed Yong in The Atlantic summarises the systemic discord that has contributed to an estimated 183,000 deaths in the US. He highlights how despite ample warnings the country was unprepared for a pandemic, and suggests it remains unprepared for the next one. Weaknesses in leadership, testing, state policies, data capture and dissemination, public health infrastructure and information inaccuracies set the stage for the spread of COVID. Lack of respect for science, ingrained bias against people of colour and an ineffective health system perpetuated much of what could have been prevented. The situation Yong describes in his article has led the USA to a patchwork response to the pandemic. Across the country a variety of populations are being put at risk. For example, students and teachers at colleges and universities are having to navigate their way through the crisis – sorting through local concerns and statistics to devise a course that will serve their communities best while serving a mobile population of students who come from home to learn while potentially carrying or picking up the virus to take home or to their dorms. As examined in Kaiser Health News students arriving for classes are experiencing varying approaches to testing, hybrid online/in person class models and stay-at-home and masking orders. And should students become ill, universities may not be well equipped to keep those patients safe. Strategies to address these problems from politicians, researchers and healthcare abound. There is a recognised need of a national policy that aligns efforts to manage the COVID situation. As noted in USA Today, countries that have had relative success in managing the virus, such as Germany and Denmark, have a collective approach to address the problem they have committed to. The article compares international responses to those of the US to illustrate gaps and highlight areas where coordination and collaboration are desperately needed to move the country’s effort forward. Healthcare seems particularly suited to offer suggestions for improving the situation. The American Association of Medical Colleges recently published a guidance to set a direction for a safer future. The Way Forward on COVID-19: A Road Map to Reset the Nation’s Approach to the Pandemic outlines 11 recommendations to support and motivate the nation to adopt a systemic, collective plan to reset the country. Informed by expert insights from a variety of fields, the document shares actionable suggestions on topics such as testing improvement, national standards on face coverings and other safety protocols, and vaccine deployment planning. Suggestions include undertaking research to determine efficacy of face coverings to reduce transmission of COVID-19, distribution data to compare the impact of school reopening and designing a government-funded vaccine distribution and use process that involves a wide range of providers. The Music Man ends with a rousing performance of “76 Trombones.” The kids in the band follow a course toward success, resplendent in full uniform, high stepping and proud, seamlessly working together. The families and townsfolk people beam with accomplishment and join in on the celebration of collective achievement. When will we be ready to take up our instruments and perform cohesively together with no one left behind due to having a different COVID-19 score?
  11. Content Article
    On 28 June 2017, 13 year-old Karanbir Cheemer was at school when another pupil threw a small piece of cheese at him. He was known to be allergic to cheese and he went into anaphylactic shock. Karanbir later died.  In this report, senior coroner ME Hassell, highlights a number of patient safety concerns relating to his death and calls for action to prevent future deaths.
  12. Content Article
    This guideline from the National Institute for Health and Care Excellence (NICE) covers preventing and controlling healthcare-associated infections in children, young people and adults in primary and community care settings. It provides a blueprint for the infection prevention and control precautions that should be applied by everyone involved in delivering NHS care and treatment. This guideline includes recommendations on: hand decontamination use of personal protective equipment safe use and disposal of sharps waste disposal long-term urinary catheters enteral feeding vascular access devices. Who is it for? commissioners and providers healthcare professionals working in primary and community care settings, including ambulance services, schools and prisons children, young people and adults receiving healthcare for which standard infection-control precautions apply in primary and community care, and their families and carers.
  13. Content Article
    Healthcare students are at high risk of sharps injuries, which can negatively impact their confidence and wellbeing. This study audited three clinical skills simulation wards at a UK university to determine the incidence of sharps injuries in this educational setting. The authors found that sharps injuries were the most common type of incident in clinical skills simulation wards, with student nurses being at highest risk. They suggest that intervention is needed to improve safety in this educational setting, including sharps handling training, with greater focus on existing regulations.
  14. Content Article
    This infographic explains the role community health services play in the NHS healthcare system.
  15. Content Article
    An examination of our local community hospital (2nd largest in the state of Maine) and a petition to hopefully spark discussion and change.
  16. Content Article
    The Schools for Health in Europe network foundation (SHE) aims to improve the health of children and young people in Europe, including reducing health inequalities, through a specific setting focus on schools. This factsheet by SHE provides an overview of current evidence on health literacy with a specific focus on schools, pupils, and educational staff. It contains information and data on: Health literacy among school-aged children The interplay between health literacy, health and education Health literacy in schools in the WHO European Region A future avenue for health literacy in schools
  17. Content Article
    This toolkit has been co-produced by the School and Public Health Nurses Association (SAPHNA) with school nursing services, mental health campaigners, eating disorder experts, education colleagues and young people with lived-experience of eating disorders. It is aimed at qualified, trained and skilled nurses who have access to robust supervision. The toolkit is free of charge, but you will need to enter your details in order to receive a PDF copy by email. The toolkit provides information and guidance on the following topics: What are eating disorders? How do you know if it is an eating disorder? Breaking myths about eating disorders Confidentiality Consent How to speak to a child or young person who is struggling What to do if a child of young person is unable to open up What not to say to someone with an eating disorder How to speak to parents/carers if you have concerns Taking action Referrals NICE guidance It also includes a template safety plan that can be completed with the child or young person.
  18. Content Article
    The Office for National Statistics reports that 98,000 children are now living with the symptoms of Long Covid in the UK. To support these children and young people at school and college, Long Covid Kids has collaborated with education resource website Twinkl to produce a series of resources for teachers and teaching staff about Long Covid. Although the resources are free to download, you will need to sign up for a Twinkl account to access them.
  19. News Article
    London primary-school pupils not fully vaccinated against polio are to be offered catch-up jabs after Easter. The disease, common in the UK in the 1950s, was eliminated by 2003. But poliovirus traces were found in north and east London sewage in early 2022. An emergency vaccination-booster campaign in London last summer reached more than 370,000 children. And in early November, the latest tests found less of the virus - but officials say there is no room for complacency. Dr Vanessa Saliba, from the UK Heath Security Agency, told BBC News: "We have early signs that there's less spread of poliovirus in London - but we will need 12 months of no detections before the World Health Organization could declare that the UK is no longer an infected country." Polio causes paralysis in a very small number of cases where the virus attacks the nerves in the spine and base of the brain - but most are asymptomatic. Read full story Source: BBC News, 23 March 2023
  20. News Article
    Pupils should learn what health problems they must not bother the NHS with, doctors and pharmacists have said. In a new strategy paper they call for a “wholesale cultural shift” towards more self-care, insisting this could both empower patients and reduce demand. Conditions like lower back pain, the common cold and acute sinusitis can generally be treated without the need for GPs or hospital visits, experts said. They called for the national curriculum to include requirements for both primary and secondary pupils to be taught to treat and manage common health problems at home. Medical students or pharmacists could go into school to offer lessons on “self-care techniques and signposting to appropriate use of NHS services”, they said. The paper is from the Self-Care Strategy Group, a coalition of pharmacy bodies and GP and patient groups. Read full story (paywalled) Source: The Times, 9 January 2023
  21. News Article
    Ministers have been accused of failing to grasp the “tidal wave” of mental ill health blighting children’s lives, after research found that only a quarter of English primaries will be able to offer vital school-based support by the end of next year. With almost one in five pupils aged 7 to 16 now thought to have a mental health disorder, specialist support teams were set up to work with children in schools, addressing early symptoms and reducing pressure on overstretched NHS services. According to new figures shared exclusively with the Guardian, however, pupils in almost three-quarters (73.4%) of primary schools in England will have had no access to the new mental health support teams (MHSTs) by the end of 2024. The research follows reports that a quarter of a million children in the UK with mental health problems have been denied help by the NHS, with some trusts failing to offer treatment to 60% of those referred by GPs. Read full story Source: The Guardian, 9 June 2023
  22. News Article
    Plans to procure more district nursing courses to start this September have been paused because of the merger of Health Education England into NHS England, HSJ understands. An email sent last month from a commissioning officer at NHSE’s workforce, training and education directorate – the new HEE – said procurement of new district nursing courses from universities would be paused “until further notice”, due to the “ongoing merger”. Since 2009, the number of district nurses working in the English NHS has fallen drastically, from around 7,000 to around 3,900. Steph Lawrence, executive director of nursing and allied health professionals at Leeds Community Healthcare Trust, said the decision to pause the expansion of courses was a “huge concern” as numbers of district nurses need to grow “at a much faster rate”. “This is a major safety issue for safe and effective care in the community if we don’t have the appropriate numbers of nurses trained. We may also lose nurses as well who want to progress and expand their knowledge,” Ms Lawrence said. Read full story (paywalled) Source: HSJ, 5 June 2023
  23. News Article
    School-leavers could receive on-the-job training as part of an attempt to help address NHS workforce shortages, under plans to allow tens of thousands of doctors and nurses to join the health service via apprenticeships. Up to 1 in 10 doctors and a third of nurses could be trained through this vocational path in the coming years under the NHS workforce plan. The NHS’s doctor apprenticeship scheme is due to start in September, where medics in training will be able to earn money while they study. The concept was first introduced as an alternative route into medicine circumventing the standard undergraduate or graduate university programmes. Dr Latifa Patel, workforce lead for the British Medical Association, said innovative approaches to education and training are welcome but there were huge question marks over how far medical apprenticeships can solve the recruitment crisis. Patel said: “We don’t know if medical schools and employing organisations are going to be able to produce medical degree programmes to meet individual apprenticeship needs while also meeting the same high standards of training experienced by traditional medical students. “We have little evidence on whether the apprentice model will work at scale, and whether employers will want to take the investment risk with no guarantee of a return." Read full story Source: The Guardian, 10 May 2023
  24. News Article
    The UK needs at least 11,000 more school nurses to deal with the increasingly complex needs of young people after the pandemic, and help prevent them from developing serious mental health problems, researchers and campaigners say. The number of school nurses has fallen by 35% in the last five years to about 2,000, and research by Oxford Brookes University, the University of Birmingham and the Oxford Health NHS foundation trust has found that a lack of long-term investment has resulted in many local areas scrapping the roles altogether. The researchers surveyed 78 school nurses who shared feelings of exhaustion, stress and low morale, said Dr Georgia Cook, a researcher at Oxford Brookes University. “Policymakers need to recognise and promote the integral role of school nurses in carrying out preventive public health work,” Cook said. “This should be supported by a sufficient workforce though, and bolstering school nurse numbers will be key to meeting the increasingly complex needs of children and young people in the wake of the pandemic.” Read full story Source: The Guardian, 2 May 2023
  25. Content Article
    More information about "Patient Safety Spotlight interview with Mark Sujan, Chartered Ergonomist and Human Factors Specialist"
    This is part of our series of Patient Safety Spotlight interviews, where we talk to people working for patient safety about their role and what motivates them. Mark talks to us about how he came to work in healthcare, the vital role of safety scientists and human factors specialists in improving patient safety, and the challenges involved in integrating new technologies into the health system.

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