Skills for Health, Health Education England and Skills for Care have launched a comprehensive new resource to support health and social care staff and educators in England who work with people living with a learning disability.
The Learning Disabilities Core Skills Education and Training Framework sets out the essential skills and knowledge necessary for all staff involved in the delivery of learning disabilities services.
The Simulation Centre, in Colvin Gardens, Chingford, will be used to expand the capabilities of the Trust to deliver simulation based training in the field of mental and community health.
Simulation was initially used in medicine in the 16th century by obstetricians and gynaecologists. However, it had a resurgence in the 19th century initially in the field of anaesthesia and currently there are a number of simulation centres for general medicine.
The use of simulation based training in psychiatry and community health is an area of increasing interest and NELFT is taking a leading role in developing simulation based training programmes.
Given the crisis in recruitment into psychiatry, I wanted to hear how a group of CT1 and CT2 psychiatrists perceived their chosen specialty. Could they recommend it?
The Broadening the Foundation Programme report has led to an expansion in the number of psychiatry foundation placements. This change will have far-reaching benefits for foundation doctors doing psychiatry, no matter what their future career intentions. Doctors will develop a better understanding of mental illness, they will improve their communication skills and they will gain experience of working within multidisciplinary teams. Recruitment into psychiatry is also likely to improve. The Royal College of Psychiatrists is putting in place a number of measures to ensure that placements are of a high quality so that foundation doctors have a good experience of psychiatry.
Training and Education in Professional Psychology (Aug 25, 2016).
Experiencing a client suicide or another form of client death is not uncommon for health service psychology trainees, or trainees in other mental health disciplines (e.g., psychiatry, counseling, social work). Yet, the majority of training programs and training clinics do not have procedures in place for managing a client death. The purpose of the current paper is to provide a set of recommendations for client death postvention procedures, focused primarily on client death by suicide. The aim is to help training programs and clinics respond appropriately to trainees in the aftermath of a client death. Our recommendations are based in a review of existing literature around therapists and trainees experiences with client suicide, and involve suggestions for notification procedures and 2 separate meetings with the trainee who served as the primary therapist for the deceased client. To read the full article, log in using your NHS OpenAthens details.
Open access. There is a drive to increase the number of psychiatry foundation placements to ensure that training keeps up with the changing health and social care landscape. This qualitative study aimed to explore, by interview, the experiences of 17 doctors who have completed a foundation placement in psychiatry.
The use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice. Login using your SSSFT NHS OpenAthens for full text. SSOTP - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
Apprenticeships and Skills Minister, Rt Hon Robert Halfon MP, gives evidence to the Sub-Committee on Education, Skills, and the Economy (ESE) on the Government's changes to apprenticeships funding, administration and standards.
In our new case study, discover how one trust has designed a programme to help internationally-recruited nurses prepare for the Observed Structured Clinical Exam (OSCE).
The staff from overseas at Royal Bournemouth and Christchurch Hospitals NHS Foundation Trust are a vital and valued part of the workforce. This case study outlines how the trust designed a specific OSCE preparation programme which included weekly workshops and one-to-one sessions.
The article discusses the aspects of accelerated learning. Topics include the importance of being business focused and learner centered objectives, the significance of being a facilitator and not a trainer, and the need to introduce variety in which learners can learn to provide more chance that the learners will be engaged for longer. To read the full article, log in using your NHS OpenAthens details
With a rise in the number of unqualified staff providing health and social care, and reports raising concerns about the quality of care provided, there is a need to address the learning needs of clinical support workers. This article describes a qualitative evaluation of a service improvement project that involved a work-based learning approach for clinical support workers on mental health inpatient wards. To read the full article, log in using your NHS OpenAthens details
Guidance from the literature on giving feedback is fairly consistent.1 The purpose of feedback is to promote self-regulation in trainees, through helping them to recognise any discrepancies between what they are doing and what they ought to do.2 There are various sets of rules for giving feedback. The best-known are “Pendleton's rules”, named after the psychologist who helped to formulate them.3 According to these rules, feedback should always follow certain fixed stages: first, the learner and then the teacher.............To read the full article, log in using your NHS OpenAthens details.
Achieve your dreams of studying abroad with our expert educational support and services for studying in Canada. Our experienced career counselling team guides you every step of the way.
The project ‘The Art of Reading in the Middle Ages’ will show the importance of medieval reading culture as a European movement by bringing together (digitised) manuscripts produced between c. 500 and c. 1550 from across Europe, unlocking their educational potential by curational and editorial enrichment, using innovative ways for displaying and handling digital objects in an educational context.