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Health action planning and health facilitation for people with learning disabilities: good practice guide: easy read
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 28p.
- Place of publication:
- London
This easy read version describe and clarifies good practice in health facilitation and health action planning to reduce health inequalities experienced by people with learning disabilities. It includes ideas for improving health action plans and health facilitation.
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)
Health action planning and health facilitation for people with learning disabilities: good practice guidance
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 72p.
- Place of publication:
- London
The purpose of this guidance is to describe and clarify good practice in health facilitation and health action planning and support localities to make progress on this and on reducing health inequalities experienced by people with learning disabilities. It builds on previous DH guidance and reflects the learning that has taken place since 2002 along with key recommendations of relevant recent reports and research. Short examples of good practice are included throughout.
Adult - hospital CTR (non secure). Workbook 2: 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 a non-secure hospital setting, including assessment and treatment units. 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)
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)
Child or young person: hospital CETR (secure). Workbook 6: 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 a child or young person in a 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?; Is enough attention being given to the particular needs of the child or young person?. It will help to decide what goes into the CTR report. It is one of a series of 6 workbooks covering different types of Care and Treatment Review and CETR panels. (Edited publisher abstract)
Child or young person - community CETR. Workbook 4: 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 living 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 key lines of enquiry cover: 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?; 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 and CETR panels. (Edited publisher abstract)
Payment by Results in intellectual disability services – a vehicle for personalising healthcare
- Authors:
- ROY Ashok, BHAUMIK Sabyasachi
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 6(2), 2012, pp.89-98.
- Publisher:
- Emerald
Payment by Results (PbR) aims to provide a transparent rule-based system to pay providers for interventions based on health need. An outcome focussed version of PbR will be implemented nationally from 2012 in an incremental manner in mental health services for adults and older people. Though intellectual disability services are currently excluded, this article proposes that the needs led principles underlying PbR would improve the quality and efficiency of specialist intellectual disability services. The aim of this paper is to review the components of the PbR process and to examine possible benefits for intellectual disability health services. Health needs are scoped, and care pathways are defined as primarily consisting of ‘needs’, ‘interventions’ and ‘outcomes’. The mandated cluster groups to be used for PbR in adult mental health and older people's services are extended to cover the non-overlapping needs of people with intellectual disability to provide an integrated framework of health needs usually met by specialist services. A framework of interventions is suggested and components of ‘assessment’ and ‘therapeutic’ activities are outlined. An outcome framework is described. A case example illustrates the application of these components to design a care pathway to provide a personalised, needs-led service.
Evaluation of the national trial extension of Special Educational Needs and Disability (SEND) Tribunal powers
- Authors:
- IFF RESEARCH, BELMANA
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2021
- Pagination:
- 111
- Place of publication:
- London
This report presents findings from the evaluation of the trial extension of powers of the First-tier Special Educational Needs and Disability (SEND) Tribunal. The extended powers allow the Tribunal to make non-binding recommendations about health and social care elements of appeals alongside education aspects. The main conclusions that can be drawn from the evaluation are: families are exercising their rights to bring health and social care issues to the Tribunal under the trial powers in greater numbers than expected, but there may be further to go in raising awareness of what the process of appealing involves; there is evidence that appellants perceive the Tribunal, under the trial extended powers, to be more able to resolve their issues than other routes of redress for health and social care issues; appellants also compare the Tribunal, under the trial extended powers, favourably with other routes of redress in terms of giving their health and social care issues a fair hearing; there is evidence that LAs and CCGs are for the most part agreeing to implement Tribunal health and/or social care recommendations; set against these relatively positive perceptions of outcomes, appellants report that taking their health and social care issues to the Tribunal is more difficult, time-consuming and expensive than other routes of redress for health and social care issues; taking health and social care issues to the Tribunal adds costs for LAs and CCGs, but costs less on average than education, health and social care issues being taken to Tribunal and other routes of redress separately; taking health and social care issues to the Tribunal also adds to overall levels of provision and consequently provision costs. (Edited publisher abstract)
Learning disability: care and support of people growing older: (QS187)
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2019
- Pagination:
- 30
- Place of publication:
- London
Quality standard covering identifying, assessing and regularly reviewing the care and support needs of people with a learning disability as they grow older. It focuses on the specific health and social care needs associated with an individual's learning disability. It contains five quality statements which describe what high-quality care looks the areas of: person-centred needs assessment, named lead practitioners, future planning and review, annual health checks and hospital admission. The standard provides information on the rationale for each quality statement, quality measures that can be used to monitor improvement and what the statement should mean for different audiences, including service providers, commissioners and people growing older with a learning disability. (Edited publisher abstract)