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Found 63 results
  1. Content Article
    Patient Safety Tool Box Talks© Theme 1 talks - Person centred care and supportre and Support Patient Safety Tool Box Talks© Theme 2 talks - Effective care and support Patient Safety Tool Box Talks© Theme 3 talks - Safe care and support Patient Safety Tool Box Talks© Theme 5 talks - Leadership, governance and management Patient Safety Tool Box Talks© Theme 8 talks - Use of information
  2. Content Article
    Whilst the principle aim of the guide is to support Guardians’ training needs, reflective practice and self-development, it could also be useful for: Regional and National Networks who might like to use the resources to support a local conversation about aspects of good practice Induction and other training programmes, for which the guide provides easily accessible materials to use and download. Organisations keen to support their Guardians by understanding the nature and complexity of the role. Informing Guardian’s organisational appraisals and PDPs. The Guide offers a short perspective on each of twenty-one competencies alongside questions for reflection and links to supportive material which will be regularly refreshed.
  3. News Article
    A major British medical school is leading the drive to eliminate what it calls "inherent racism" in the way doctors are trained in the UK. The University of Bristol Medical School says urgent action is needed to examine why teaching predominantly focuses on how illnesses affect white people above all other sections of the population. It comes after students pushed for reform, saying gaps in their training left them ill-prepared to treat ethnic minority patients – potentially compromising patient safety. Hundreds of other UK medical students have signed petitions demanding teaching that better reflects the diversity of the country. The Medical School Council (led by the heads of UK medical schools) and the regulator, the General Medical Council, say they are putting plans in place to improve the situation. A number of diseases manifest differently depending on skin tone, but too little attention is given to this in training, according to Dr Joseph Hartland, who is helping to lead changes at the University of Bristol Medical School. "Historically medical education was designed and written by white middle-class men, and so there is an inherent racism in medicine that means it exists to serve white patients above all others," he said . "When patients are short of breath, for example, students are often taught to look out for a constellation of signs – including a blue tinge to the lips or fingertips – to help judge how severely ill someone is, but these signs can look different on darker skin." "Essentially we are teaching students how to recognise a life-or-death clinical sign largely in white people, and not acknowledging these differences may be dangerous," said Dr Hartland. Read full story Source: BBC News, 17 August 2020
  4. Event
    The Patient Safety Movement Foundation is proud to partner with MedStar Health to offer free Continuing Education (CE) credit for this patient safety webinar. With Dr. Arthur Kanowitz, Dr. Sarah Kandil, Dr. Edwin Loftin, Dr. Anne Lyren, Dr. Kevin McQueen and Dr. Lauren Berkow. Free CE offered for physicians and nurses. This activity has been approved for AMA PRA Category 1 Credits™ and ANCC contact hours. Registration
  5. Event
    The Patient Safety Movement Foundation is proud to partner with MedStar Health to offer free Continuing Education (CE) credit for this patient safety webinar. With Patricia Merryweather-Arges, Dr. Ronald Wyatt, Dr. Daria Terrell, and Dr. Marcus Robinson. M Free CE offered for physicians, nurses, and pharmacists. This activity has been approved for AMA PRA Category 1 Credits™ and ANCC contact hours. Register
  6. Event
    This masterclass, facilitated by Barry Moult, a former Head of Information Governance for an NHS Trust, and his colleague Andrew Harvey, will focus on developing your role as a SIRO (Senior Information Risk Officer) in health and social care. Further information and to book your place or email kate@hc-uk.org.uk A discount is available to hub members by quoting reference hcuk20psl when booking (cannot be used in conjunction with any other offer; full T&Cs available upon request).
  7. Event
    This masterclass, facilitated by Barry Moult, a former Head of Information Governance for an NHS Trust, and his colleague Andrew Harvey, will focus on developing your role as a SIRO (Senior Information Risk Officer) in health and social care. Further information and to book your place or email kate@hc-uk.org.uk A discount is available to hub members by quoting reference hcuk20psl when booking (cannot be used in conjunction with any other offer; full T&Cs available upon request).
  8. Event
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    Bringing together healthcare and patient safety changemakers from across the globe, RLDatix Palooza creates a unique learning environment. With immersive education sessions, enlightening keynotes, healthcare thought leadership panels, interactive hands-on training opportunities and lively evening network activities – this is a conference like no other. You’ll leave with the inspiration (and skills) you need to take your patient safety initiatives to the next level. Registration
  9. Event
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    Book here Matt Hassan, National Retraining Scheme and National Skills Fund Programme Director, Department for Education Iain Murray, Senior Policy Officer, TUC Nic Trower, Senior Policy Advisor, CBI Juliet Stuttard, Director, PwC UK Patrick Craven, Director of Assessment Policy, Research and Compliance, City & Guilds Dr Fiona Aldridge, Director, Policy and Research, Learning and Work Institute and Kenny Barron, Unite the Union; Joe Billington, National Careers Service; Stephen Cole, CITB; Lesley Giles, Work Advance; Jack Orlik, Nesta; Dr Susan Pember, Holex; Patrick Spencer, Centre for Social Justice; Simon Tindall, The Open University and Paul Warner, Association of Employment and Learning Providers Chaired by: Baroness Garden of Frognal, Deputy Speaker, House of Lords Lord Watson of Invergowrie, Shadow Spokesperson for Education The agenda: What has been learnt from the National Retraining Scheme Creating an effective retraining offer - funding, scope, and engagement with industry and the workforce Case study: international approaches to lifelong learning The role of qualifications in the future lifelong learning landscape Adapting to a changing labour market following COVID-19 - careers advice and guidance, retraining, digital literacy and the impact on labour mobility Lessons from the National Retraining Scheme pilots and user research, and the next steps for the National Skills Fund The discussion will also look ahead to: the role of the NRS in dealing with medium term skills needs following the COVID-19 pandemic the establishment of the Government’s new £2.5bn National Skills Fund prior to an expected consultation on the fund which will look at long term skills needs wider issues around lifelong learning Funding With concerns being raised by some in the sector, and with projected costs for both the National Retraining Scheme and National Skills Fund yet to be outlined - delegates will discuss: cost expectations sources of funding, including the potential balance of contributions from government, employers, and users. Size and scope Discussing what has been learnt so far from the National Retraining Scheme, with: pilots initially focused towards adults in low-skilled work and occupations susceptible to automation the first phase of the Scheme ahead of full rollout available only to adults aged 24 and older, qualified below degree level, and within a certain wage threshold. Inclusivity What will be needed to develop programmes that: adapt to user needs ensures high take-up secures the involvement of hard-to-reach groups serves those who are otherwise unlikely to receive retraining - particularly those lacking the time, money, and the confidence or necessary skills to retrain. Strategic aims How to achieve the overarching objectives of both the NRS and National Skills Fund, for: creating a culture of retraining and lifelong learning overcoming the barriers that adults face to retraining - looking at the roles of: careers advice and guidance - and how it will need to develop qualifications and awarding bodies. The changing skills landscape following the pandemic With the Government increasingly focusing on digital skills across the spectrum, we expect discussion on: the contribution of the National Retraining Scheme to maintaining and updating the digital literacy of the workforce opportunities for retraining in data science and artificial intelligence skills, with plans for this to be supported by the Adult Learning Technology Innovation Fund the shape that the National Skills Fund should take to support long term skills needs following COVID-19 - including how: the Fund can complement existing support which is available support employers - particularly SMEs how the Government can ensure the best possible return on investment. Broader economic impacts With the National Retraining Scheme and National Skill Funds widely considered as a response to work automation, we also expect discussion on: how the programmes can be designed to combat macro-economic challenges, such as skill shortages, productivity issues, and labour mobility examples of how retraining is being approached outside the UK. Developments that are relevant to the discussion: The first phase of the NRS - in the Liverpool City Region, the West Midlands Combined Authority, the Leeds City Region LEP, Cambridgeshire and Peterborough combined authority area, the Heart of the South West LEP and the North East LEP. The forthcoming Government consultation on the establishment of the National Skills Fund with a report by City and Guilds recently calling for government to release and redirect £3bn in funding assigned for the National Skills Fund to support those that have lost their jobs as a result of the COVID-19 pandemic. The announcement by Government of reforms to Higher Technical qualifications to improve support adults seeking to retrain and upskill, including new qualifications from September 2022 with a Government quality mark. Launch of the new digital service ‘Get Help to Retrain’ last year and the recent issuing by Government of a tender as part of the NRS for groups of employers, providers and local authorities to deliver a new training model in the digital sector with the partnership providing 12 week courses.
  10. News Article
    All medical students at the National University of Singapore will be taught patient safety through a virtual reality (VR) game, a move prompted by the COVID-19 social distancing rules. The game, called PAtient Safety aS Inter-Professional Training (PASS-IT), will use VR to get all 1,500 of them acquainted with the proper procedures in operating theatres. It was developed by the NUS Yong Loo Lin School of Medicine (NUS Medicine). The school has 12 such VR stations. Each has a 15-minute game with various medical scenarios that will require the students to "act out" the standard operating procedures. These range from how to check for a patient's consent and verify their identity as well as the correct ways to handle surgical tools and what must be done if a team member accidentally cuts himself. "This VR system is a good tool to help the students consolidate their learning despite increased clinical restrictions," said Associate Professor Alfred Kow, assistant dean of education of NUS Medicine. Read full story Source: The Straits Times, 5 August 2020
  11. News Article
    NHS People Plan provides a stop-gap but leaves glaring omissions 'Two years after it was first promised, the NHS is still waiting for a long-term workforce plan. Some of the measures announced in today’s People Plan are positive. As the plan acknowledges, it is important to learn from the impressive changes made by NHS staff during the pandemic. And improving support for people from black and minority ethnic communities – who make up one fifth of the NHS workforce – is rightly a top priority. 'But there are glaring omissions. The NHS went into the pandemic with a workforce gap of around 100,000 staff, yet the plan does not say how this will be addressed in the medium term. This is particularly concerning at a time when our recruitment of nurses from abroad has dropped dramatically. These details are missing because the NHS is still waiting on government to set out what funding will be available to expand the NHS workforce – without which the NHS cannot recruit and retain the doctors, nurses and other staff it needs. 'While this plan at least provides a stop-gap to help get the NHS through the winter, there is no equivalent plan for social care – a sector suffering from decades of political neglect and the devastating impact of COVID-19 on care users and staff. A comprehensive workforce plan for both the NHS and social care is needed now more than ever'.
  12. News Article
    Lego could be used as a practical tool to train doctors in anesthetic skills according to new research that has shown a simple task using the building bricks can help improve technical skills—a finding that could improve medical training and patient safety. Scientists from the University of Nottingham's School of Psychology and School of Medicine developed a task where people copied shapes using bricks that they could see in a mirror. They found this simple training improved student performance in an ultrasound-guided regional anesthesia task. The results of the study have been published in British Journal of Anesthesia Read the full article here
  13. News Article
    Regulators have uncovered multiple examples of patients being put at risk when junior doctors are left with tasks they are not trained for, lacking support, and facing bullying and inappropriate behaviour. Inspection teams have had to intervene – in some cases contacting senior trust staff – to ensure urgent issues are addressed, after the inspections. Health Education England oversees training nationally, which includes making the checks at trusts which have been put under “enhanced monitoring” by the professional regulator, the General Medical Council, because of concerns from trainees. HSJ has obtained and examined 20 reports, all produced since the beginning of 2019. Themes running through the reports included: Lack of support from consultants. Trainees struggled to contact consultants out of hours. Bullying and inappropriate behaviour was reported at several trusts. Inspectors found a reluctance to report concerns and/or a lack of knowledge of how to do it. Teaching was often of poor quality or cancelled – and sometimes trainees struggled to attend sessions because of how their shifts and rotations were scheduled. Trainees in several trusts reported IT problems, such as being locked out of systems so being unable to access clinical notes and blood tests, and IT systems taking up to 30 minutes to start up, sometimes delaying patient care. Read full story (paywalled) Source: HSJ, 29 June 2020
  14. Content Article
    The full impact of COVID-19 has not yet been realised, but what we do know is that we have been navigating with no roadmap or star to guide us. In terms of the three psychological phases of a crisis, we have worked through the initial state of ‘emergency’ where we have had (largely) shared goals and an urgency that made us feel energised, focused and even productive. However, this phase feels like it is in its descendancy and most of us are now in the next phase of ‘regression’ where the future feels uncertain and we have lost that sense of purpose. In my work with colleagues from across health and social care to understand what phase three ‘recovery’ looks like in workforce and wellbeing terms, it is clear that both aspects are starting to get the focus they always should have had but maybe not in the way we would have expected. It has not been cries of ‘more’ staff or money that have been echoing through the corridors, but the cry for ‘different’ and the freedom to make decisions without the shackles of bureaucracy and hierarchy holding the tide of necessary change at bay. In the past, workforce planning has had little shared meaning, and has often been more recruitment planning for a continuation of the same as opposed to thinking about what we need from our teams in terms of availability, skills, expectations, roles and the delivery of care designed around the person receiving it. Wellbeing seemed to be something that only HR considered if there was a staffing issue or high sickness, or even more cynically a poor outcome in survey results, resulting in lots of workshops, fabulous plans, but very little sustainable change. In the initial stages of the pandemic, I worked with a number of acute teams to look at staffing in the short term to face the initial onslaught of COVID-19. This meant looking at variation and where we could adjust care levels safely, planning to deploy a moderated skill mix of staff, and working through the cost of plugging gaps in largely traditional models of care using temporary and volunteer staff, with the hope that the 20% sickness rate wasn’t breached too often leaving us exposed to the hazards of unblocked holes in the workforce. This was acknowledged as an unsustainable and haphazard way of providing care for both staff and patients, which after the ‘emergency’ phase results in burnout, higher sickness, increased turnover, and certainly lacks in the resilience required to continue to manage COVID-19, non-COVID urgent care, elective care and the wellbeing of staff and carers. So, what do we need to do as we plan for recovery, or more precisely ‘post traumatic growth’? Despite an apparent increase in interest in joining the nursing profession since the start of the pandemic, the reported 40,000 gap in nursing numbers is not going to be closed overnight, so it seems that planning for different and capturing and capitalising on the innovation that has flourished in some areas is the only way forward. How do we do this? As an example, let me turn your heads to colleagues in social care who have known for some time that their current state was unsustainable. This has been compounded by COVID-19 and the (inevitable) delayed recognition by government of the essential role of social care in protecting the NHS and some of our most vulnerable people. Therefore, they chose to do for some what is unthinkable – they took their nurses away from direct patient care. In some of the teams I work with there was an expectation that they would have 50% of staff available to be deployed, and would have slower and more limited access to other services to support – including temporary staffing or volunteers. They collaborated swiftly both within and across organisations, changed models of care completely based on some of the data collated by Establishment Genie, and moved to a model of all registered nurses in a supernumerary supervisory role, providing support to staff in their own care home directly and also in other homes via ‘virtual’ collaboration, and using technology to connect, share, teach and learn ‘on the job’. This of course questions the future role of the nurse in these homes but is also an example of how we all may need to re-think roles and responsibilities to meet the challenges of today and the future in order to keep the people in our care – patients, residents and staff – safe. As we begin to reorient, revise our goals and focus on moving beyond rather than on just ‘getting by’, it is important that we look at all settings of care so we can learn from excellence, build on the best, and support a faster response in the future if required. The response to COVID-19 for many has been an example of how a system succeeds in varying conditions; a ‘Safety-II’ approach where humans are the necessary resource for system flexibility and resilience. We need to take the time to understand where things have gone right, to celebrate and acknowledge this, and then co-create a health and social care system that people want to work and be cared for in.
  15. News Article
    A hospital A&E department has been rated "inadequate" after inspectors found patients at "high risk of avoidable harm". The Care Quality Commission (CQC) reported a "range of regulation breaches" and a shortage of nurses at Stepping Hill hospital's A&E unit. It also criticised maternity and children's services. Stockport NHS Foundation Trust's chief executive said the trust had taken "immediate steps" to improve. The CQC inspected Stepping Hill Hospital in January and February and found A&E performance "had deteriorated significantly" since its last inspection in 2018. Inspectors found shortcomings "relating to patient-centred care, dignity and respect, safe care and treatment, environment and equipment, good governance, and staffing". Their report said the service "could not assure itself that staff were competent for their roles" and patient outcomes "were not always positive or met expectations in line with national standards". Read full story Source: BBC News, 19 May 2020
  16. Content Article
    Nursing and midwifery professionals are at the heart of responding to COVID-19 today, tomorrow and in the coming weeks ahead. We recognise this is undoubtedly the most challenging, difficult and pressurised time in generations for teams working in health and social care settings across the UK. Interventions to help maintain a balanced and positive mental health will be very important during this crisis. It will also be important to ensure they can also focus on the future. Nightingale Frontline will support nurses and midwives to continue to lead and support the NHS now and be inspired to lead beyond this crisis. It will complement the Health and Wellbeing Service recently launched by NHS England. Nightingale Frontline will provide remote, small group sessions offered to: Executive Directors of Nursing Senior Leaders Ward Managers/Team Leaders Newly Registered Nurses/Midwives Nurses/midwives: Redeployed or Returning to practice following retirement or non-clinical roles Nurses/midwives managing caseloads remotely Windrush and BAME Leaders The leadership support will be facilitated by our expert FNF Associate Facilitators and our senior nurse and midwife alumni network who are highly experienced and skilled in a method of Action Learning known as Co-consulting. This approach combines the benefits of coaching with peer learning in an environment underpinned by psychological safety. Book your free leadership support session. Sessions will be released monthly. If you have any questions, please email: academy@florence-nightingale-foundation.org.uk
  17. Content Article
    This guidance includes; What are RRTs and CCO services? What is COVID-19? Why is COVID-19 important to the RRT and CCO service? Overarching principles Safety of the RRT responders Identification of suspected / confirmed cases Use of NIV, CPAP and high flow nasal oxygen Method of activation of the RRT Coordinating a response to a patient with suspected / confirmed COVID-19 Use of non-ICU staff as members of the responding team Training of staff.
  18. News Article
    Medical students who are employed in the NHS as part of efforts to swell staff numbers to tackle covid-19 should not be expected to “step up” and act outside of their competency, says the BMA in new guidance. This is the first set of guidance released by the BMA specifically for medical students, who have had placements and exams cancelled and are uncertain about how they might be employed in the NHS in the current crisis. It says that any employment should be voluntary and within the competency of the student, who should have adequate access to personal protective equipment. The BMA refers to General Medical Council guidance that states that plans are not currently in place to move provisional registration forward from the normal August date. It warns that there are concerns around the boundaries of practice and the level of supervision that students who take on roles in the NHS would have, which could lead to unsafe working practices. The BMA is in talks to negotiate a safe national contract for such roles. Read full story Source: BMJ, 24 March 2020
  19. Content Article
    ITU handover Bedside checklists Transducing arterial lines Arterial line sampling Bedside monitoring Observations Ventilation basics Activity sheet. About the author Sam is a registered nurse who works for a Trust on the South Coast of England
  20. News Article
    NHS national leaders are set to reassure doctors they should not fear regulatory reprisals, within reason, if they end up working outside their areas of expertise during the coronavirus outbreak. HSJ understands the UK’s four chief medical officers and the General Medical Council are drafting a letter to be sent to all UK doctors, which will contain the reassurances, as the system braces for a sharp rise in covid-19 cases. The letter will also urge doctors to be flexible and not to resist new ways of working, with senior figures expecting many clinicians working in other specialities or locations during the outbreak. The letter will say doctors, while still expected to follow good medical practice, should not fear reprimand from their employers or national bodies such as the GMC, NHS England or other regulators. Read full story (paywalled) Source: HSJ, 11 March 2020
  21. News Article
    Third year undergraduate trainee nurses will be invited into clinical practice to support the coronavirus effort, while routine care quality inspections are “going to need to be suspended”, the Chief Executive of NHS England has said. Speaking at the Chief Nursing Officer’s summit event in Birmingham this morning, Sir Simon Stevens told delegates NHSE was working with the Nursing and Midwifery Council to “see how many of the 18,000 [relevant] undergraduates are available”. It is understood they would be paid, and follows government moves to pass emergency legislation to relax rules around working in healthcare. Asked about Care Quality Commission inspections during the outbreak, Sir Simon said: “There will be a small number of cases where it would be sensible to continue for safety related reasons… but the bulk of their routine inspection programmes is clearly going to need to be suspended and many of the staff who are working as inspectors need to come back and help with clinical practice.” Read full story (paywalled) Source: HSJ, 11 March 2020
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