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Developing our understanding of the difference co-production makes in social care
- Authors:
- WOOD Patrick, et al
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2022
- Pagination:
- 21
- Place of publication:
- London
A review of the existing evidence and the experience of people who have been involved in co-production, to understand what more should be done to show the difference that co-production makes. The review considered the impact of co-production on and outcomes for individuals, organisations and communities; in April and May 2022, we facilitated four online sessions with people with lived experience and people who work in services to consider the impact of co-production. Co-production sets out a way of working where professionals and those who draw on services or those who are impacted by a decision work in equal partnership to develop services or make decisions to meet people's needs. Increasingly, the values of co-production are being viewed as a way of developing services or agreeing decisions jointly that are innovative in meeting people's needs. The review identified the benefits of co-production for people with lived experiences, which include self-confidence, self-esteem and sense of empowerment, better health and wellbeing, increased engagement and trust, and higher levels of satisfaction with and awareness of services. It also found benefits for professionals, including improved job satisfaction, motivation and practice, and increased trust, engagement and dialogue with people who draw on care and support and carers. The review found that the health sector had more research available about the impact and outcomes of co-production than the social care sector, which the social care sector can learn from. The report makes a number of recommendations including ensuring evaluation of the impact of co-production in adult social care be undertaken as standard for relevant projects and programmes of work, including focusing on people who are underrepresented in the current evidence base, for example people from Black, Asian and minority ethnic communities and unpaid carers. (Edited publisher abstract)
Principles for No Wrong Door
- Authors:
- INNOVATION UNIT, et al
- Publisher:
- Innovation Unit
- Publication year:
- 2021
- Pagination:
- 4
- Place of publication:
- London
A set of key principles, ‘distinguishers, non-negotiables and provocations’ which all underpin an innovative multidisciplinary staffing team, model and approach to improving work with families and safely reducing the number of children entering care. (Edited publisher abstract)
How can skill-mix innovations support the implementation of integrated care for people with chronic conditions and multimorbidity?
- Authors:
- WINKELMANN Juliane, et al
- Publisher:
- World Health Organization
- Publication year:
- 2022
- Pagination:
- 43
- Place of publication:
- Copenhagen
This policy brief identified six skill-mix interventions as most promising to tackle current and emerging challenges in primary and ambulatory care and in improving the integration of care of patients with chronic conditions and multimorbidity. These are: (1) Shifting tasks and roles to achieve new divisions of work with advanced practitioners (nurses and pharmacists) taking on management of aspects of care and coordinating processes in close collaboration with physicians; (2) Relocation of care to other settings for example to nurse-led clinics or patients’ homes; (3) Introduction of (an explicit) care coordination role with different professionals (case managers, patient navigators) developing shared care plans and monitoring patients’ health and well-being; (4) Empowering patients and caregivers through specialist staff (educators, community health workers) who provide information and training to strengthen patients’ self-management and support behavioural change; (5) Introduction of dedicated prevention roles in primary care with nurses, pharmacists, community health workers or patient navigators fostering health literacy, offering advice and counselling, and promoting healthy lifestyles; (6) Establishment of teamwork and collaboration in multi-professional teams enabling different professions (GPs, specialists, nurses, therapists, social workers, community health workers, housing staff) to work together across sectoral boundaries to organize and coordinate joint care and link health and care services. (Edited publisher abstract)
Integrated workforce thinking across systems: practical solutions to support integrated care systems (ICSs)
- Authors:
- NHS EMPLOYERS, et al
- Publisher:
- NHS Employers
- Publication year:
- 2022
- Place of publication:
- London
This guide provides tips and insight to help system leaders consider what is needed to plan for and achieve a successfully integrated workforce. Improved outcomes in population health and healthcare is one of the fundamental purposes of integrated care systems (ICSs). To achieve this, partners from across both health and social care must come together to plan and develop a workforce that integrates and connects across all parts of the system to deliver personal, person-centred care to their local populations now and in the future. The guide is aimed at ICS workforce leads, chief people officers, directors of adult social services (DASS), chief executives, human resource (HR) directors, elected members including adult social care (ASC) portfolio holders and chairs of health and wellbeing boards, and those who are responsible for integrated workforce thinking across health and social care. It explains what is meant by integrated thinking across systems and how it can support the development of integrated workforce plans; what data is helpful in informing a good integrated workforce plan; what can be learnt from examples and tips from ICSs that have had success with integrating across their systems; how to find external resources on integrated workforce planning. This guide has been produced in partnership with NHS Employers, Skills for Care (SFC), and the Care and Health Improvement Programme, which is a collaboration between the Local Government Association (LGA) and Association of Directors of Adult Social Services (ADASS). (Edited publisher abstract)
Classroom wellbeing toolkit: simple ways to support secondary students' mental health
- Authors:
- SORGENFREI Miriam, et al
- Publishers:
- Anna Freud National Centre for Children and Families, Early Intervention Foundation
- Publication year:
- 2022
- Pagination:
- 87
- Place of publication:
- London
This evidence-based toolkit, created in partnership with the Early Intervention Foundation (EIF), will help secondary school staff take steps to improve students' mental health and wellbeing through everyday practices. It will help build teachers' confidence to address the needs of their students, covering five strategy areas on: building supportive relationships; creating a classroom environment where all students feel they belong; promoting good mental health; responding to stress, low mood and anxiety; preventing bullying, cyberbullying and sexual harassment. The toolkit is designed for secondary school subject teachers, but will also be useful for teaching assistants, librarians and other support staff. (Edited publisher abstract)
Learning disabilities and homelessness
- Authors:
- TICKLE Anna, et al
- Publisher:
- Groundswell
- Publication year:
- 2022
- Pagination:
- 19
- Place of publication:
- London
This toolkit is designed for organisations in England who support people experiencing homelessness and severe multiple disadvantage (SMD), which refers to experiencing some combination of homelessness, mental health problems, substance misuse, offending, and domestic and sexual violence and abuse. Some of the contents may be helpful to those outside England, but information on support services is limited to England. Staff and managers in services supporting individuals facing SMD can use it to identify when learning disability might be a relevant issue for somebody they support. They can use it to help them make appropriate reasonable adjustments, which might include assisted communication, support with activities of daily living, or support to develop social or practical skills. This toolkit offers a starting point in working towards good practice in supporting people with a learning disability, and signposts to further information and resources. Service managers may also use the toolkit to increase awareness of learning disability generally and inform service processes. (Edited publisher abstract)
Social work with families who are homeless or who have housing needs: a reflective guide for social workers and social work managers
- Authors:
- SEN Robin, et al
- Publisher:
- British Association of Social Workers
- Publication year:
- 2022
- Pagination:
- 36
- Place of publication:
- Birmingham
This guidance reflects the fact that housing and family homelessness is an important but complex issue within social work practice - a finding supported by the practice experiences of a small sample of children's services practitioners in England. The survey data, alongside wider evidence, also suggest that the issue of family homelessness is currently neglected within contemporary social work research and policy development in the UK. Families who are homeless or in housing need are caught within the shadow of two overriding constraints: on the one hand a structural shortage of quality secure housing; on the other, the fact their needs are complex either due to their underlying social needs, or strict limitations to their social assistance entitlements as families with no recourse to public funds. Despite these twin constraints, social work practice has an important role to play. It can make a difference to families with housing needs by providing, or facilitating a pathway to, housing advocacy, advice and support. Most importantly of all, it can maximise families’ access to s.17 statutory family support so that families can be supported to stay together wherever this is safely and practically possible. (Edited publisher abstract)
Good practice in supporting ancillary staff working in care homes
- Authors:
- SAMSI Kritika, et al
- Publisher:
- King's College London
- Publication year:
- 2022
- Pagination:
- 9
- Place of publication:
- London
This good practice guidance has been designed as a reflective tool for care home managers and senior care home staff to help them support their ancillary colleagues. Cleaning, cooking, housekeeping, and laundry staff (ancillary workers) are a crucial part of the care home workforce. From February to July 2021, 63 people (ancillary staff, care home managers, Human Resource (HR) managers, and care home residents and their relatives) told us what good support for ancillary staff workforce looks and feels like. These points were discussed with 13 stakeholders, whose advice helped finalise this good practice guide. This document is intended to help thinking and reflection on current support for ancillary staff and how this may be sustained or improved. It sets out 6 principles: fair reward and recognition; clear communication through leadership; effective support systems; person centred staff development opportunities; equal and respectful leadership; recognising relationships with residents and relatives. Each principle is described, followed by some reflective questions. We use the words of managers and ancillary staff themselves with some suggestions and prompts. The 6 principles are linked, and some are context specific, depending on, for example, the size and layout of the care home, number of residents and their health, structure, and make-up of the staff group, and whether the care home is independent or part of a larger group. (Edited publisher abstract)
Supporting healthy relationships among minority ethnic parents: a practical guide
- Authors:
- GHIARA Virginia, et al
- Publisher:
- Early Intervention Foundation
- Publication year:
- 2022
- Pagination:
- 56
- Place of publication:
- London
This practical guide for local areas has been developed to improve understanding of how risk factors among minority ethnic families can impact on parental conflict and in turn on child outcomes. The guide provides an overview of the research evidence and data on the impact of parental conflict on minority ethnic child outcomes, and of the factors that can increase the risk of parental conflict among minority ethnic families. The document covers: how research evidence can be put into practice to inform your local strategy; recommendations on how to engage minority ethnic parents; details of healthy relationship and parenting interventions and how to ensure support is culturally appropriate; and a summary of measurement tools that can be used to measure parental conflict, co-parenting, and child outcomes with minority ethnic families. This guide is intended to provide practical advice to local authorities taking part in the national Reducing Parental Conflict Programme. This beta version was first published for testing on 30 March 2022. (Edited publisher abstract)
Universal principles for Advance Care Planning (ACP)
- Authors:
- NHS ENGLAND, et al
- Publisher:
- NHS England
- Publication year:
- 2022
- Pagination:
- 22
- Place of publication:
- London
The purpose of this document is to set out six high level principles for advance care planning in England. It has been jointly published by a coalition of 28 partner organisations, including the NHS and the Social Care Institute of Excellence. Advance care planning is a voluntary process of person-centred discussion between an individual and their care providers about their preferences and priorities for their future care. These are likely to involve a number of conversations over time and with whoever the person wishes to involve. When advance care planning is done well, people feel they have had the opportunity to plan for their future care. They feel more confident that their care and treatment will be focused on what matters most to them in a personalised, holistic way and helps them to live as well as possible. The six principles are: 1. The person is central to developing and agreeing their advance care plan including deciding who else should be involved in the process. 2. The person has personalised conversations about their future care focused on what matters to them and their needs. 3. The person agrees the outcomes of their advance care planning conversation through a shared decision-making process in partnership with relevant professionals. 4. The person has a shareable advance care plan which records what matters to them, and their preferences and decisions about future care and treatment. 5. The person has the opportunity, and is encouraged, to review and revise their advance care plan. 6. Anyone involved in advance care planning is able to speak up if they feel that these universal principles are not being followed. (Edited publisher abstract)