Search results for ‘Subject term:"staff development"’ Sort:
Results 31 - 40 of 2140
Supported employment national occupational standards
- Author:
- PREPARING FOR ADULTHOOD
- Publisher:
- Preparing for Adulthood
- Publication year:
- 2012
- Pagination:
- 37p.
- Place of publication:
- Bath
Supported employment is the term for high quality, personalised support for people with disabilities which enables them to seek, access and retain employment. The people who provide support tend to have a variety of job titles such as job coaches, employment advisers, employment consultants and employment support officers. This publication provides the National Occupational Standards (NOS) for supported employment. The Supported Employment NOS are statements of skills and knowledge needed by the supported employment workforce. Each one comprises a number of performance criteria which an individual should demonstrate to be competent in the sector, as well as the underpinning knowledge and understanding statements. The Supported Employment NOSs are mapped to the following supported employment functions: employer engagement; job seeker engagement; understanding employer needs and identifying vacancies; getting to know the job seeker; getting to know the job; agreeing a plan together; arranging a job match; arranging the right support; developing a career; and developing your own supported employment practice.
Palliative care: learning in practice
- Authors:
- STEVENS Elaine, EDWARDS Janette
- Publisher:
- Reflect Press
- Publication year:
- 2008
- Pagination:
- 416p.
- Place of publication:
- Banbury
A large number of patients with life-threatening illness are cared for in general hospitals, care homes, psychiatric units and in the community setting and the nurse is often the carer who spends the most time with them. Nurses knowledge of palliative care the way in which they define it and the actions they take based on that knowledge directly affect the quality of care they provide for the patient and the quality of the patient s life. This book is an interactive textbook based on models of open learning, action learning, work-based learning, critical companionship and reflective practice. It has been designed to be used as a flexible learning resource in a variety of situations with local support from colleagues, professional and practice development staff, managers and educators. The text is designed to enable the reader to gain, improve and update their knowledge and skills, and to take on more responsibility for their own learning and development. Contents include: essential concepts in palliative care; assessment; anxiety and depression; breathlessness; fatigue; pain; and quality improvement. This book is suitable for qualified nurses in any setting that has palliative care patients.
Creating a culture of innovation: supporting individuals to think creatively, strategically and with insight to develop successful and innovative services and support that deliver tangible benefits for people who use services
- Author:
- INSTITUTE FOR RESEARCH AND INNOVATION IN SOCIAL SERVICES
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2012
- Pagination:
- 33p.
- Place of publication:
- Glasgow
This report provides an overview and analysis of activities undertaken by IRISS - insights that have been gathered over the course of the Creating a Culture of Innovation project and a review of literature on encouraging creativity within organisations. The project initially focused on two aims: to introduce individuals to using creativity tools in a project setting, and for individuals to design a process for ideas within their own organisations. It supports individuals to think creatively, strategically and with insight to develop successful and innovative services and support that deliver tangible benefits for people who use services. In both projects, evidence produced suggests that the project met the two aims: a process was designed collaboratively in both councils by practitioners, and tools were tested, iterated and shared. The presentation of key ideas and theories on innovation did not seem to change group thinking, but provided useful frameworks for considering the internal processes and explaining the purpose of some tools.
The Mirror method: a structure supporting expertise in social welfare services
- Author:
- YLIRUKA Laura
- Journal article citation:
- Social Work and Social Sciences Review, 15(2), 2011, pp.9-37.
- Publisher:
- Whiting and Birch
Social work requires time for thought, and space for analysing the experiences arising from one’s own work alongside colleagues. This article reviews the self and peer evaluation method Mirror and its use in social work teams as a practice supporting client work and workers’ well-being at work, and also as a structure providing space for thought. The Mirror method involves the use of forms designed to be completed by the social worker to support the documentation of their own work and self-evaluation, common peer evaluation meetings, follow-up of the work’s progress, and the concluding assumptions of effectiveness. Themes included in the forms are open, rather than based on indicators, in order to activate the social worker to analyse social work. The article shows how Mirror was developed to be a learning structure that goes beyond the boundary between individual and collective. The consequences on knowledge production, learning and well-being at work are discussed. It is argued that, when essential elements of the adaptation of the method are met in the operating environment, the Mirror process enhances expertise and well-being at work.
Windows on the supervisee experience: an exploration of supervisees’ supervision histories
- Author:
- O'DONOGHUE Kieran
- Journal article citation:
- Australian Social Work, 65(2), June 2012, pp.214-231.
- Publisher:
- Taylor and Francis
This article presents a qualitative study of New Zealand social work practitioners’ experiences as supervisees. The aims are to explore how the participants developed their understanding, participation, and use of supervision, and how their histories influenced their development and behaviour as supervisees. This study formed part of a more extensive mixed-methods study of social work supervision. Sixteen supervisees, chosen from across New Zealand according to their location, field of practice, and type of supervision, were interviewed regarding their supervision histories. The interviews were recorded, transcribed, and thematically analysed. The findings are reported in 3 sections: the first discusses the supervisees’ foundational experiences; the second explores themes present in their later experiences; and the third discusses the supervisees’ reflections on their learning within the role. The findings showed that the practitioners developed their understanding, participation in, and use of supervision over time. In addition, their supervision histories influenced their development and behaviour as supervisees both positively and negatively.
Creating evidence through small-scale pilots
- Author:
- ASPIRE SCOTLAND LTD.
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2012
- Pagination:
- 4p.
- Place of publication:
- Edinburgh
This document outlines a pilot project by Aspire Scotland, in conjunction with Kilmarnock College, which set out to improve the learning of staff. This pilot took an approach to teaching and learning by using a managed virtual learning and teaching environment which was accessible over a 24/7 period. An online training programme was created to deliver aspects of continuous personal development and post registration teaching and learning to a number of care and education workers. This programme emphasised interactive learning, shared viewpoints, assessment and tutor mentoring and challenge. In addition, scenario based learning was used to assist workers to reflect on their practice with a clear view to individual and collective improvement. It became apparent throughout the project that the online aspect of the course allowed for increased student participation, which would have been otherwise not been possible. Staff were able to learn without needing to leave the workplace; they could fit training around their workload and personal time. They were able to repeat areas that they found difficult and learning and teaching became measurable and embedded in practice. The training was much more efficient and cost effective as potential hours of work lost while training was reduced, staff replacement costs were removed.
Recording, implementing and changing support plans
- Author:
- GREEN Danielle
- Journal article citation:
- Nursing and Residential Care, 14(4), April 2012, pp.168-170.
- Publisher:
- MA Healthcare Ltd.
- Place of publication:
- London
This article is designed to provide health and social care workers with the knowledge and skills required to support care plan activities. As previously discussed in the HSC 026 unit, 'Implement person-centred approaches in health and social care', the care plan is an essential document to ensure that residents receive consistent care from all members of their support team. Also known as a 'support plan' or 'individual plan', the care plan is any paper, or electronic record, which details the day-to-day care, support and treatment required by a client, the client's preferences, and how their care is personalised. Using several case studies, the article reviews the maintenance of records, showing what the care plan should clearly record, and discusses reviewing activities involving the resident, their support team, and the practitioners responsible for their care.
Feminist practice: who I am or what I do?
- Author:
- SEYMOUR Kate
- Journal article citation:
- Australian Social Work, 65(1), March 2012, pp.21-38.
- Publisher:
- Taylor and Francis
This article explores the question of whether feminism, in the context of feminist practice, something one does, a professional “persona” adopted at particular times and for particular purposes at work, or something one is, linking the personal and professional realms? Drawing upon qualitative data, the study investigates understandings of, and identifications with, feminism within the context of an area of practice, namely domestic violence intervention, which is explicitly feminist. It focuses on the relationship of the research participants, practitioners in this field, to feminism in terms of their identification with feminist principles. The sample included 10 qualified social work practitioners involved in domestic violence work, and employed in a range of organisations. Paying attention to these issues has implications for feminist and other anti-oppressive ways of working, particularly where these are adopted by organisations as the required model of practice. The broader question, that of whether one needs to be feminist in order to engage in feminist practice, is critical, both for feminist theorising in general and in relation to specific concerns such as professional development.
Impact evaluation of carers' strategy training: the wider workforce project: the HOST report
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2011
- Pagination:
- 133p.
- Place of publication:
- Leeds
In June 2008, the Government published ‘Carers at the heart of 21st century families and communities’ which set out a 10 year plan for improving support to carers. A specific commitment was made to ensuring that key workers across the board from health to housing would receive training to better support carers. This report comprises an evaluation of 2 stages of this work, namely: to evaluate the impact of learning on the knowledge and skills of the workforce; and to evaluate the impact of workforce development on carers' experience of service delivery and subsequent quality-of-life. The evaluation involved research with 15 'Early Implementer' sites using the learning resource to train and develop their workforce. Activities included in depth interviews at initial and post-training assessment visits to sites, surveys of participants, focus groups of participants and carers, and review of individual site feedback and evaluation documentation. The report documents what works well, what works less well and areas for improvement. A list of transferable lessons based on use of the materials and delivery in practice are provided. The findings have informed the final development of the ‘Carers Matter – Everybody’s Business’ learning and development framework.
National Telecare Development Programme: model induction programme for call handlers
- Author:
- KERR Brian
- Publisher:
- Joint Improvement Team
- Publication year:
- 2009
- Pagination:
- 6p.
- Place of publication:
- Edinburgh
Call handlers, the staff who respond to the alerts and information sent by telecare equipment from service users' homes, play a critical role in a safe, credible and developing telecare service. The training needs of call handling staff have formed a significant aspect of the training agenda of the National Telecare development programme. The first stage of training, the induction, provides the essential platform for subsequent development of the staff member. It has become clear from contacts with local telecare call handling services that while there is some variety and inconsistency in the programmes that have developed for new staff, there is recognition of the importance of this period, induction is well resourced and programmes carefully worked out. This paper draws together the elements of various local programmes into a 'model' induction programme which could be used as a benchmark by local managers. The model was developed in discussion and consultation with call handling managers from across Scotland.