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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)
Working together: easy steps to improve how people with a learning disability are supported when in hospital: guidance for hospitals, families and paid support staff
- Authors:
- HARKNESS Jenny, et al
- Publisher:
- Home Farm Trust
- Publication year:
- 2006
- Pagination:
- 33p.
- Place of publication:
- Bristol
This guidance has been produced by a working group of family carers, hospital staff, learning disability nurses and paid support staff, facilitated by HFT. Its aim is to help ensure that people with learning disabilities get the right kind of support and effective treatment during their stay in hospital. Four sections explain what family carer, paid support staff and hospital staff should be doing before admission, at admission, during admission, and at the end of a hospital stay to achieve the best outcomes for people with learning disabilities. The guide stresses the importance of working together. Appendices include a checklist for an admission meeting, The Traffic Light Hospital Assessment and The Risk, Dependency and Support Assessment.
Use of seclusion: good practice guide
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Edinburgh
Updated good practice guidance for health and social care professionals in Scotland on the use of seclusion when working with people who are being treated for mental illness, dementia, learning disability or related conditions in health and social care settings. The view of the Mental Welfare Commission is that services should minimise the use of all forms of restrictive practice, and that in most cases, proactive behavioural support plans would mean that the use of seclusion would be unnecessary. The guidance aims to ensure that where seclusion takes place, the safety, rights and welfare of the individual are safeguarded. It looks at what any policy for seclusion should cover, including: maintaining the safety of the secluded person, care planning, record keeping, assessment and review during a period of seclusion, the impact of seclusion and staff training. The guide also provides a summary of good practice points, a summary of relevant legislation in Scotland and case studies to illustrate areas of good and poor practice. (Edited publisher abstract)
Beyond the high fence: from the unheard voices of people with a learning disability, autism or both
- Authors:
- NHS ENGLAND, PATHWAYS ASSOCIATES
- Publisher:
- NHS England
- Publication year:
- 2019
- Pagination:
- 28
- Place of publication:
- London
In this report, people with a learning disability and autism offer their views on what needs to change to improve the quality of care and support to make a successful return to their communities. It includes the stories of five individuals to show the challenges they face, including: problems as a child or teenager, poor quality care and support in prison or in hospital; problems in prison; and lack of support when living in the community. The report sets out what commissioners need to do to improve people's return to communities and includes seven steps to success for commissioners. It is a joint publication by NHS England and Pathways Associates and was co-produced with people with a learning disability and autistic people. The report will be useful for NHS England, specialist commissioners, clinical commissioning groups (CCGs), local authorities and anyone working in the criminal justice system. (Edited publisher abstract)
Treat me well: simple adjustments make a big difference
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2018
- Pagination:
- 52
- Place of publication:
- London
Sets out aims and rationale of the Treat Me Well campaign, which is intended to transform how the NHS treats people with a learning disability. The report starts with an assessment of the earlier campaign Death by Indifference (2007), which highlighted the serious consequences of healthcare inequalities and helped increase awareness and greater commitment from health care organisation. It then presents findings of new research to find out how people with a learning disability feel about their experiences of going to hospital and the views of healthcare professionals on the quality of care. Survey results show that: over 1 in 5 think that healthcare staff are bad at explaining things to them when they are at the hospital; 75 per cent said their experience of going to the hospital would be improved if staff explained things in a way that was easy to understand; almost a quarter of healthcare professionals have never attended training on meeting the needs of patients with a learning disability and over 1 in 3 think the quality of healthcare received by patients with a learning disability is worse than that received by patients without a learning disability; almost half of healthcare professionals think that a lack of training on learning disability might be contributing to avoidable deaths. The report outlines a framework to support system-wide change, with a focus on: compulsory learning disability training; sufficient resources for staff; strong leadership for government and the NHS; making communication accessible to all; allowing extra time in appointments; and providing written information in an accessible format. (Edited publisher abstract)
Child or young person: hospital CETR (non-secure). Workbook 5: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for children and young people with autism or learning disabilities in a non-secure hospital setting. 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 key lines of enquiry are: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met? Is there a clear, safe and proportionate approach to the way risk is assessed or managed? Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; and Is enough attention being given to the particular needs of the child or young person? 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 Care and Treatment Review (CTR) and CETR panels. (Edited publisher abstract)
Managing capacity and demand within inpatient and community mental health, learning disabilities and autism services for all ages
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2020
- Pagination:
- 26
- Place of publication:
- Redditch
Guidance for care providers and their teams who are planning for how best to manage their capacity across inpatient and community mental health, learning disabilities and autism services during the coronavirus (COVID-19) pandemic. It aims to support existing contingency planning for a range of resource-constrained scenarios. It outlines some principles that should be followed when responding to the pressures of COVID-19 in the mental health/learning disability and autism system and what should be considered in order to maximise capacity across services when needed. It also includes additional considerations specific to services for people with a learning disability and/or autism. The guidance will be relevant for a range of professionals, including commissioners, providers, social workers, local authorities, experts by experience and others who may be involved in pathways of care. (Edited publisher abstract)