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Learning Disability Mortality Review (LeDeR) Programme: action from learning
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2019
- Pagination:
- 35
- Place of publication:
- London
This report provides examples of the local changes that have been made to services so far and highlights the extensive work which is happening nationally in response to common themes raised through Learning Disability Mortality Review (LeDeR) programme carried out between spring 2018 and spring 2019. The LeDeR programme was established in May 2015 to support local areas across England to review the deaths of people with a learning disability, to learn from those deaths and to put that learning into practice. There is growing recognition across the health and social care sector of the inequalities faced by people with a learning disability and their families. The LeDeR programme is opening conversations with a wide range of professionals who may have never previously considered the challenges faced by people with a learning disability and their families, either because they are perceived to be served mainly by specialist learning disability services or professionals did not have sufficient awareness of the need for reasonable adjustments. This growing recognition is, in part, attributable to the tireless campaigning of families whose loved ones have died a potentially premature death. The LeDeR programme has introduced clear expectations relating to mortality review and NHS England and NHS Improvement are committed to ensuring that, moving forward, LeDeR reviews are completed in a timely way and lead to tangible service improvements. (Edited publisher abstract)
NHS learning disability employment: tools and guidance
- Authors:
- NHS EMPLOYERS, NHS ENGLAND
- Publisher:
- NHS Employers
- Publication year:
- 2015
- Pagination:
- 29
- Place of publication:
- Leeds
Practical steps and an overview of available tools designed to encourage employment for people with learning disabilities in NHS organisations. The aim of these tools and guidance is to raise awareness, highlight good practice and break down some of the barriers that both employers and potential employees may face, helping create a culture which welcomes people with learning disabilities. This guidance is structured around five building blocks, taking potential employers and managers through the process of recruiting and employing someone with a learning disability. The building blocks are: getting started; being an accessible employer; identifying real jobs; advertising and recruitment; and employment. (Edited publisher abstract)
Learning Disability Mortality Review (LeDeR) programme: action from learning: deaths of people with a learning disability from COVID-19
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2020
- Pagination:
- 9
- Place of publication:
- London
This document describes how the NHS is working with partners and stakeholders to embed the learning from the University of Bristol’s report into the deaths of 206 people with a learning disability at the start of the COVID-19 pandemic. The report highlighted some good practice in the care of people with a learning disability, but it also highlighted concerns about the care that some people received. This document explains how the required changes to the services are being implemented so that action is taken. Specifically, it outlines the actions to improve the detection of deterioration in the health of people in community and home settings including people with a learning disability; actions to address the issue of ‘Do not attempt cardiopulmonary resuscitation’ (DNACPR) and learning disability as a cause of death; actions relating to diagnostic overshadowing, when the symptoms of physical ill health are incorrectly either attributed to a mental health/behavioural problem or considered inherent to the person’s learning disability or autism diagnosis; and actions relating to the reasonable adjustments that healthcare providers need to put in place to ensure that people with a learning disability have equal access to health services. (Edited publisher abstract)
Learning disability mortality review (LeDeR): action from learning report 2020/21
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2021
- Pagination:
- 60
- Place of publication:
- Redditch
The fifth annual University of Bristol LeDeR report considers reviews of deaths notified to LeDeR in the calendar years 2018 to 2020, summarises what is working well and makes recommendations to address inequalities and prevent premature mortality among people with a learning disability. This action from learning report highlights some of the many activities and measures health and social care services have put in place since our last report in July 2020, both locally and nationally. It also updates the commitments that we made in both that report and the COVID-19 action from learning report, published in November 2020. The report covers: COVID-19, including Covid vaccination programme and adapting in lockdown; management of medical conditions – respiratory conditions, seasonal flu vaccination, cardiac care, identifying deterioration/sepsis, diabetes, constipation, cancer, epilepsy; and changing how we work – Do Not Attempt Cardio Pulmonary Resuscitation, end of life care, reasonable adjustments, annual health checks (AHCS), STOMP-STAMP (medication), inequalities for people from minority ethnic communities. (Edited publisher abstract)
Learning disability and autism: host commissioner guidance: quality oversight of CCG-commissioned inpatient care for people with a learning disability and autistic people
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2021
- Pagination:
- 24
- Place of publication:
- London
The Long Term Plan made a commitment to improve the quality of care within an inpatient setting for people with a learning disability, autism or both. It is crucial to have robust and effective systems in place to identify and address concerns relating to quality of care and safety at the earliest opportunity. This guidance for commissioners aims to support the quality oversight of clinical commissioning group-commissioned inpatient care for people with a learning disability and/or people who are autistic. This includes the minimum expectations for oversight during the coronavirus pandemic. (Edited publisher abstract)
Learning disability and autism: framework for commissioner oversight visits to inpatients
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2021
- Pagination:
- 33
- Place of publication:
- London
The Long Term Plan made a commitment to improve the quality of care within an inpatient setting for people with a learning disability, autism or both. It is crucial to have robust and effective systems in place to identify and address concerns relating to quality of care and safety at the earliest opportunity. This guidance has been produced through working alongside people with a learning disability and autistic people who are currently, or have previously been inpatients, families with lived experience, providers, and commissioners. This guidance for commissioners and case managers aims to support the implementation of best practice in relation to commissioner oversight visits. This includes the minimum expectations for oversight visits during the coronavirus pandemic. (Edited publisher abstract)
People with a learning disability, autism or both: Liaison and Diversion managers and practitioner resources
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2019
- Pagination:
- 22
- Place of publication:
- London
Guidance for practitioners in Liaison and Diversion services who are working with people with learning disability, autism or both. It aims to support practitioners to anticipate and prevent discrimination against people with learning disabilities, which could put them at a significant disadvantage when trying to navigate the youth or criminal justice system. The guidance includes information on identifying and screening people with learning disability or autism and providing relevant support. It also lists recommended actions in relation to service development and how best to supporting the needs of people with a learning disability. Case studies of individuals illustrate the practical impact of effective Liaison and Diversion interventions. A list of relevant resources is also included. (Edited publisher abstract)
Adult - community CRT. Workbook 1: Care and Treatment Review (CTR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 23
- Place of publication:
- London
A workbook for panel members to record their findings during a Care and Treatment Review (CTR) for adults with autism or learning disabilities in the community. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The KLOEs, are: Does the person need to be in hospital?; Is the person receiving the right care and treatment?; Is the person involved in their care and treatment?; Are the person’s health needs known and met?; Is the use of any medicine appropriate and safe?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Is there active planning for the future and for discharge?; and Are family and carers being listened to and involved? It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of CTR and Care, Education and Treatment Review panels. (Edited publisher abstract)
Adult - hospital CTR (secure). Workbook 3: Care and Treatment Review (CTR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 23
- Place of publication:
- London
A workbook for panel members to record their findings during a Care and Treatment Review (CTR) for adults in a secure hospital setting. The workbook is based on the key lines of enquiry (KLOE), shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The KLOEs, are: Does the person need to be in hospital?; Is the person receiving the right care and treatment?; Is the person involved in their care and treatment?; Are the person’s health needs known and met?; Is the use of any medicine appropriate and safe?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Is there active planning for the future and for discharge?; and Are family and carers being listened to and involved?. The workbook will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of CTR and Care, Education and Treatment Review panels. (Edited publisher abstract)
Care and treatment reviews (CTRs): policy and guidance. Including policy and guidance on Care, Education and Treatment Reviews (CETRs) for children and young people
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 114
- Place of publication:
- Leeds
Updated policy and guidance setting out the expectations for implementation of Care (Education) and Treatment Reviews (CTRs) across England. Care and Treatment Reviews (CTRs) were developed to improve the care of people with learning disabilities, autism or both in England with the aim of reducing admissions and unnecessarily lengthy stays in hospitals and reducing health inequalities. This revised policy and guidance builds on learning following the introduction of the first Care and Treatment Reviews (CTR) policy in October 2015 and in working partnership with people with learning disabilities and their families. The document includes information on the review process, the Key Lines of Enquiry responsibilities, and pathways to CTRs. It also includes additional guidance in relation to the successful implementation of CTRs for children and young people. Although CTRS are being driven by the NHS, the involvement of local authorities and education services in the CTR process and its outcomes are necessary for improving care and treatment for people with learning disabilities and their families. (Edited publisher abstract)