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Knowledge set and progress log for end of life care
- Author:
- CARE COUNCIL FOR WALES
- Publisher:
- Care Council for Wales
- Publication year:
- 2009
- Pagination:
- 40p.
- Place of publication:
- Cardiff
This publication aims to help social care professionals build on the best knowledge and skills in order to deliver high-quality end of life care to older people. Knowledge sets describe what people need to know to work within specific areas of social care. The knowledge sets provided in this publication have been developed to help employers, staff and trainers to be clear about what underpinning knowledge is needed in end of life care. The knowledge sets are divided into 9 main areas, each of which contains a group of key learning outcomes that define what the learner needs to know. Each learning outcome in turn has an associated set of assessment criteria, which give more in-depth information about how the learner can demonstrate that they have met the learning outcomes. Progress logs are included which should be completed with manager’s signatures as new ways of working are learned. Work recorded in these logs will contribute to the attainment of qualifications for social care workers.
Knowledge set and progress log for dementia care
- Author:
- CARE COUNCIL FOR WALES
- Publisher:
- Care Council for Wales
- Publication year:
- 2009
- Pagination:
- 42p.
- Place of publication:
- Cardiff
This publication aims to help social care professionals build on the best knowledge and skills in order to deliver high-quality care to older people with dementia. Knowledge sets describe what people need to know to work within specific areas of social care. The knowledge sets provided in this publication have been developed to help employers, staff and trainers to be clear about what underpinning knowledge is needed in dementia social care. The knowledge sets are divided into 10 main areas, each of which contains a group of key learning outcomes that define what the learner needs to know. Each learning outcome in turn has an associated set of assessment criteria, which give more in-depth information about how the learner can demonstrate that they have met the learning outcomes. Progress logs are included which should be completed with manager’s signatures as new ways of working are learned. Work recorded in these logs will contribute to the attainment of qualifications for social care workers.
Evaluation of training support programme: elderly people; summary report; second phase of the study
- Authors:
- ABRAHAM Frances, et al
- Publisher:
- Tavistock Institute
- Publication year:
- 1991
- Pagination:
- 7p.
- Place of publication:
- London
Phase 2 of a research project assessing the impact of the Training Support Grant and the effect it is having on the quality of care for elderly people. Phase 2 looks in particular at different strategies in the usage of the TSP and the influences shaping these.
Quick guide: Good practice in safeguarding training
- Authors:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE, SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2021
- Pagination:
- 4
- Place of publication:
- London
Safeguarding adults in care homes means protecting their right to live in safety and acting to prevent abuse and neglect whilst taking into account each person’s views, wishes, feelings and beliefs. Training is one way of making sure this happens. This quick guide, aimed at registered managers of care homes, explains what to cover in training and how to deliver it, including how to evaluate training in a care home. (Edited publisher abstract)
A guide for service providers on service provision for black and minority ethnic (BME) older people
- Author:
- EQUALITY SCOTLAND. Older People Services Development Project
- Publisher:
- Equality Scotland
- Publication year:
- 2011
- Pagination:
- 26p.
- Place of publication:
- Edinburgh
Service providers are dealing with a greater number of older black and minority ethnic (BME) people than ever before. The purpose of this guide is to show organisations providing services to the public how to instil best practice among staff and volunteers dealing with people from BME backgrounds. It aims to set out a framework for improving service provision, to provide advice on how to engage effectively with people from BME backgrounds, and to establish guidelines on how to instil good practice within an organisation. The guide explains why and where barriers exist in service provision for BME people, specifically looking at the issues of language, fear of authority, reliance of family members, and community networks. Establishing good practice within an organisation providing a service to the public requires: a thorough understanding of issues affecting older BME people; a commitment to change; regular and open-minded consultation with key stakeholder groups; widespread communication of standards and goals; regular performance monitoring; and regular and rigorous staff training. The guide concludes with a list of key recommendations for service providers.
The untility of CPD for older adult mental health nurses
- Authors:
- BUSH Tony, et al
- Journal article citation:
- Nursing Times, 11.10.05, 2005, pp.34-39.
- Publisher:
- Nursing Times
This study aimed to investigate how mental health nurses working with older adults perceive the benefits and realities of developing the outcomes of current continuing professional development training into actual clinical practice. A structured questionnaire was used with a convenience sample of nursing staff. Qualitative analysis was performed using a grounded theory approach in order to identify emergent themes, concepts and categories of data. Four randomly selected nurses were subjected to a voluntary semistructured interview using the questionnaire as a basis for information gathering. The main reason for attending courses was developing skills. Of those attending courses, 42 per cent of qualified and 35 per cent of unqualified staff had a personal development plan (PDP) or individual performance review (IPR). Significantly, all unqualified staff who had not been on a course had no PDP or IPR. Learning was described as applicable to practice by 85 per cent of unqualified and 70 per cent of qualified staff. However, 28 per cent of unqualified staff and 20 per cent of qualified staff felt their practice had not changed as a result of their learning.
A person-centered approach to the people who care
- Author:
- PACKER Tracy
- Journal article citation:
- Journal of Dementia Care, 8(6), November 2000, pp.28-30.
- Publisher:
- Hawker
In the forth part of a series on barriers to person-centred care, the author asks what care workers themselves need in the dementia care environment.
Preparing staff to provide a quality service in a new voluntary home: an account of how staff were selected and prepared to work in a new extra care home administered by the Abbeyfield Society, Loughborough
- Authors:
- UNWIN Hilary, WESTON Paul
- Publisher:
- Social Care Centre for Practice and Staff Development
- Publication year:
- 1993
- Pagination:
- 39p.
- Place of publication:
- Coventry
Report and practical guide written as a result of project development work in one new voluntary home for older people with extra care needs.
Enhancing staff development through supervision
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2013
- Place of publication:
- London
This film is about how staff skills are enhanced through supervision for staff working in care homes for older people. (Publisher abstract)
COVID-19 pandemic: workforce Implications for gerontological social work
- Authors:
- BERG-WEGER Marla, SCHROEPFER Tracy A.
- Journal article citation:
- Journal of Gerontological Social Work, early cite 5 June 2020,
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The COVID-19 pandemic has been challenging for people of all ages but particularly devastating to adults 65 and older, which has highlighted the critical need for ensuring that all social workers gain the knowledge and skills necessary to work with this population. While there is a critical shortage of gerontological social workers and we must continue to increase that number, we cannot wait for this to occur. In this commentary, the authors call for infusing the current social work curricula with aging content; providing current social workers with trainings on aging practice; and all social work practitioners, faculty, and researchers to address four specific areas that have gained prominence due to the impact of COVID-19: ageism, loneliness and social isolation, technology, and interprofessional practice, in their respective areas. (Edited publisher abstract)