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The learning disability improvement standards for NHS trusts
- Author:
- NHS IMPROVEMENT
- Publisher:
- NHS Improvement
- Publication year:
- 2018
- Pagination:
- 20
- Place of publication:
- London
Four standards designed to help NHS trusts measure the quality of care they provide to people with learning disabilities, autism or both. The standards have been developed with outcomes created by people and families, which state what they expect from the NHS. The four standards cover: respecting and protecting rights; inclusion and engagement; workforce; and learning disability services standard. The final standard is specifically for trusts that provide services commissioned exclusively for people with learning disabilities, autism or both. The standards are supplemented by improvement measures or actions that trusts are expected to take. The standards reflect the priorities described in national policies and programmes, in particular ‘Transforming care for people with learning disabilities – next steps’ and the ‘Learning Disabilities Mortality Review (LeDeR) programme.’ (Edited publisher abstract)
Learning disabilities core skills education and training framework: consultation draft
- Authors:
- SKILLS FOR HEALTH, HEALTH EDUCATION ENGLAND, SKILLS FOR CARE
- Publishers:
- Skills for Health, Health Education England, Skills for Care
- Publication year:
- 2016
- Pagination:
- 82
- Place of publication:
- Bristol
A draft education and training framework, commissioned by the Department of Health, which sets out the core skills and knowledge which the health and care workforce need to apply in order to deliver quality learning disabilities services. It aims to describe common skills and knowledge that are transferable across different types of service provision. Specialist skills and knowledge are outside the scope of the framework. The framework will also determine the minimum standard for learning disabilities education and training and help to measure if education and training satisfies these standards. The core skills and knowledge are defined at 3 levels: Level 1: knowledge for roles that require general learning disability awareness; Level 2: knowledge and skills for roles that will have some regular contact with people with learning disabilities; and Level 3: knowledge and skills for those working with/caring for people with learning disabilities. The framework includes expected learning outcomes, and will be aligned to relevant quality and regulatory standards. It will be applicable to health and care employers and also educational organisations which train students who will be employed in the health and care workforce. The framework is being developed in parallel with a similar framework for mental health. (Edited publisher abstract)
Learning disabilities core skills education and training framework
- Authors:
- SKILLS FOR HEALTH, SKILLS FOR CARE, HEALTH EDUCATION ENGLAND
- Publishers:
- Skills for Health, Skills for Care, Health Education England
- Publication year:
- 2016
- Pagination:
- 91
- Place of publication:
- Bristol
Framework which sets out the core skills and knowledge necessary for all health and care staff involved in learning disability care. The Framework will also be used to determine the minimum standard for learning disabilities education and training and help to measure if education and training satisfies these standards. The core skills and knowledge are defined at 3 tiers to support the range of staff who need to have different levels of awareness of learning disabilities issues. Tier 1: covers knowledge for roles that require general learning disability awareness; Tier 2: covers knowledge and skills for roles that will have some regular contact with people with learning disabilities; and Tier 3: covers knowledge and skills for those providing care and support for children, young people and adults with a learning disability. The framework is presented in 19 subjects. Each subject area includes suggested target audience, key learning outcomes, links to relevant guidance and/or legislation, and mapping to relevant national standards, skills frameworks and qualifications. Within each subject, the learning outcomes are presented for relevant tiers. Appendices include sources of further guidance, suggested standards for training delivery, guidance on frequency of refresher training or assessment, and reference list. The Framework will be useful for health and care employers and educational organisations to identify key skills and knowledge for roles and teams; plan and design content for education and training; commission education and training; conduct training needs analysis; and support performance management processes and the assessment of competence. (Edited publisher abstract)