standard 5. principles for implementing duty of care
TRANSCRIPT
STANDARD 5. PRINCIPLES FOR IMPLEMENTING DUTY OF CARE 1. UNDERSTAND HOW DUTY OF CARE CONTRIBUTES TO SAFE PRACTICE 1.1 Explain what it means to have a duty of care in your own work role
In tort law, a duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care while performing any acts that could foreseeably harm others. It is the first element that must be established to proceed with an action in negligence. The must be able to show a duty of care imposed by law which the defendant (or defender) has breached. In turn, breaching a duty may subject an individual to liability in tort or delict. The duty of care may be imposed by operation of law between individuals with no current direct relationship (familial or contractual or otherwise), but eventually become related in some manner, as defined by common law (meaning case law).
Duty of care may be considered a formalization of the social contract, the implicit responsibilities held by individuals towards others within society. It is not a requirement that a duty of care be defined by law, though it will often develop through the jurisprudence of common law.
HEALTH AND SAFETY ACT 1974
Employerʹs duties (HSWA)
There is a general duty under Sections 2 and 3 to ensure the health, safety and welfare of all employees at work.
Specific duties include:
• The provision and maintenance of plant and systems of work that are safe and without risks to health.
• Making arrangements for ensuring safety and absence of risks to health in connection with the use, handling, storage and transport of articles and substances.
• The provision of information, instruction, training and supervision to ensure health and safety. • The maintenance of a safe workplace, with safe access to and egress from it. • The provision and maintenance of a safe working environment and adequate arrangements for
welfare at work.
Employers have a duty to prepare and revise as necessary a Statement of Health and Safety Policy and to consult with safety representatives. They have a duty not to charge employees in respect of anything done or provided to ensure legal compliance.
Duties of employers towards people other than their own employees include the following:
• Non‐employees not to be exposed to risks so far as is reasonably practicable; • Non‐employees to be provided with prescribed information which might affect their health and
safety.
In a Registered Care Home it should be especially noted that particular care must be exercised because so many aspects of the work involve the Health & Safety, not only of the employees, but also of the individuals and the visiting public as well.
Employeesʹ duties (HSWA)
All employees have a duty under Section 7 to look after the health and safety of themselves and others.
1.2 Explain how duty of care contributes to the safeguarding or protection of individuals
Carers have both a legal and professional duty to care. A court of law could find a carer negligent if a person suffered harm because they neglected to care for them adequately. Professionally, the GSCC could also find them guilty of misconduct and impose one of the following sanctions
• Issue a caution for a specified period • Impose conditions of practice • Suspend registration • Remove the person from the Register
Lord Atkin defined the duty of care when he gave judgement in the case of Donoghue v Stephenson (House of Lords) (1932). He said that:
ʺYou must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. Who, then, in the law is my neighbour? The answer seems to be persons who are so closely and directly affected by my act that I ought to have them in contemplation as being so affected when I am directing my mind to the acts or omissions which are called in question.ʺ
How circumstances can affect your duty of care
It would be the responsibility of the GSCC and possibly the courts where a referral has been made to them, to decide whether a carer failed in their duty of care. When making such decisions they must consider whether the carer acted reasonably in all circumstances.
The following examples show how the duty of care changes according to the circumstances. Each example features a competent carer.
Example 1
The carer is on duty in the home when a person suffers a fall. Here, it is reasonable to expect the carer to care for the person as competently as any experienced carer.
Example 2
The carer is walking along a corridor and finds a woman completely alone giving birth. In this situation, it is not reasonable to expect the carer to care for the woman as a midwife would. But it is reasonable to expect the carer to call a midwife or obstetrician and to stay with the woman until appropriate help arrives.
Example 3
The carer is walking along a street and comes across a person injured in a road traffic accident. In this situation, the carer does not have a legal duty to stop and care for the injured person. But if she does, she then takes on a legal duty to care for the person appropriately. In these circumstances, it is reasonable to expect her to care for the person to the best of her abilities, using her knowledge and skills and within her own level of competence. Although the carer has no legal duty to stop and give care, she does have a professional duty. The code places a professional duty upon her at all times. However, in this situation it could be reasonable to expect the carer to do no more than comfort and support the injured person and to reduce the potential for further harm.
2. KNOW HOW TO ADDRESS DILEMMAS THAT MAY ARISE BETWEEN AN INDIVIDUAL’S RIGHTS AND THE DUTY OF CARE 2.1 Be aware of potential dilemmas that may arise between the duty of care and an individual’s rights
Due to the intense nature of their work, carers face a variety of ethical dilemmas throughout the course of their careers. As a carer, it is important to carefully handle ethical dilemmas to maintain facility rules and respect individual rights.
Identification
1. An ethical dilemma in occurs when a carers is in a situation that involves a conflict between two contradictory principles or values. In an ethical dilemma, moral principles do not easily determine the correct course of action.
Individuals Rights
2. A individualʹs rights and dignity must always be respected, and a variety of ethical dilemmas arise from this nursing principle. Although a carer may want to administer life‐saving support to a dying individual, she is unable to do so if the individual refuses treatment.
Familyʹs Rights
3. Ethical dilemmas in may also involve individual families. For example, although a mother and father may wish to be in the room with their dying relative, another closer relative may not allow this.
Internal Dilemmas
4. Some carers have may face ethical dilemmas that stem from their own culture or religion. Although a carerʹs own culture or religion may not believe in organ transplantation, blood transfusions etc. he is still responsible for supporting these treatments to his clients when the treatment id prescribed as necessary.
Solution
5. Ethical dilemmas in are commonly discussed during the course of learning, training, development and education. The goal is to not only inform carers of the issue, but also to provide them with guidelines for handling these dilemmas.
2.2 Be aware of what you can and cannot do within your role in managing conflicts and dilemmas When a complex ethical issue arises, dilemmas and conflicts have to be managed appropriately by the most senior manager, who will delegate responsibilities to the carer where appropriate. They will Identify and assess issues, dilemmas and conflicts that might affect the carers practice and their role in that dilemma or conflict, and devise strategies to deal with ethical issues, dilemmas and conflicts A carer should reflect on the eventual outcomes
Suggestions regarding key principles for managing a dilemma: • Making dilemmas visible and felt; name them.
• Maintaining a dilemmas mindset that leads to sharing and visibility across permeable boundaries • Building powerful collaborative working relationships • Constructing reward systems and organizational structures that support managing the dilemmas • Avoiding unconscious habits that make things worse – escalation of conflict, power plays rather
than working dilemmas through, oscillation of emphasis between the two goals • Learning from past cases and situations; by generic naming of types of dilemmas it becomes
possible to aggregate experience more easily. • Avoiding turning everything into a dilemma – useful as it is, dilemmas thinking can be used to
avoid making necessary hard choices. 2.3 Know who to ask for advice about anything you feel uncomfortable about in relation to dilemmas in your work When I feel uncomfortable about in relation to dilemmas in my work I seek advice from:
• Care Colleagues at the same level but more experience, knowledge and qualifications • Senior Carers • Managers • Registered manager • Specialists in house (Cook etc) • Specialist Out House (Doctors, Pharmasists, Chiropodists etc • Social Workers • Nurse Professionals • Registering Authority • Police
3. KNOW HOW TO RECOGNISE AND HANDLE COMMENTS AND COMPLAINTS 3.1 Be aware of any existing comments and complaints procedures in accordance with agreed ways of working
The Home delivers a wide range of services for our clients. With this in mind there may be people who are not satisfied or happy with our services.
Tell us about it There may be times when you feel unhappy with the service you receive or you may want to suggest how we can improve it. We take expressions of dissatisfaction by individuals seriously whether they take the form of a comment or a complaint ‐ and are committed to dealing with them fairly and efficiently. Your comments, either positive or negative, are helpful for our future planning. If you are dissatisfied about the standard of a service or the actions or lack of action taken by the Home, please tell us. We would also like to know of the times when you are happy with the service provided by us and wish to say thank you, or you have a suggestion to help improve our services, we would be happy to pass these comments on.
What we will do for you
• We will try to put matters right for you and improve things in the future • We hope that most complaints can be settled quickly and informally either by putting matters right
or by giving you an explanation. • There may be times, however, when we may ask you to put your complaint in writing to help us • We will let you know once you have made contact with us • Your complaint will be investigated and then answered by a member of staff in the relevant
department you are complaining about • You will receive a reply within ten working days • If it is not possible to provide you with a full response in that time, we will contact you again letting
you know what the delay is and when you can expect a response in full from us.
Our promise to you
• We will write back to you as soon as possible, but no more than 5 working days. • Your complaint will be looked into thoroughly and fairly. • Your complaint will be dealt with honestly, politely and in confidence. • You will get an apology if we made a mistake. • You will be told what we are doing to put things right.
How to make a complaint The home has a three‐stage process to deal with complaints, which are:
• Your complaint will be forwarded to the person who can best deal directly with any problems and is responsible for providing the service. We will reply to your complaint with a full response within 5 working days. If, for any reason it may take longer we will let you know
• If you are unhappy with the outcome at stage one, you can contact us again if you wish to take the matter further and we will forward your letter to a senior manager. It is advisable to put the matter in writing explaining why you are still unhappy with the outcome. Your complaint will be reviewed and we aim to send a full response within 10 working days. If, for any reason it may take longer we will let you know.
• If you still remain unhappy with the outcome our Owner, who has overall responsibility for dealing with complaints, will investigate on your behalf. It is advisable to put the matter in writing explaining why you are still unhappy with the outcome. Your complaint will be fully reviewed and we aim to send a full response within 5 working days. If, for any reason it may take longer we will let you know.
COMPLAINTS PROCEDURE
CLIENTS OR THEIR REPRESENTATIVES ARE ENCOURAGED TO ASK ANY MEMBER OF STAFF FOR FURTHER INFORMATION ON MATTERS TO WHICH THEY GENUINELY DO NOT UNDERSTAND.
OCCASIONALLY, THE RESPONSE MAY NOT BE SEEN TO BE ADEQUATE: IN WHICH CASE IT IS IMPORTANT TO SEEK AN ANSWER FROM CARE PLUS1 AT THE EARLIEST POSSIBLE TIME, AND
WITHIN ONE MONTH AT THE LATEST.
CARE PLUS1 WILL THEN INVESTIGATE THE CIRCUMSTANCES AND ATTEMPT TO RESOLVE THE PROBLEM/S.
IN THE EVENT OF THE PROBLEM/S BEING NOT SATISFACTORILY RESOLVED, THE ISSUE MAY BE SERIOUS ENOUGH TO INVOLVE THE REGISTERING AUTHORITY.
THE CLIENT OR HIS/HER REPRESENTATIVE OR CARE PLUS1 MAY MAKE REPRESENTATIONS TO THE AUTHORITY.
THE REGISTERING OFFICER IS:
____________________________
THE REGISTERING AUTHORITY IS:
CARE QUALITY COMMISSION GROUND FLOOR
RIVERSIDE CHAMBERS CASTLE STREET
TANGIER TAUNTON TA1 4AL
01823 345960.
IN THE EVENT THAT IT IS FELT THE PROBLEM HAS NOT BEEN ADEQUATELY DEALT WITH BY THE REGISTERING AUTHORITY, THERE ARE OTHER AGENCIES WHO CAN HELP. ONE OF THE FOLLOWING MAY BE OF VALUE. YOU MAY IF YOU DESIRE, SEEK ADVICE FROM ANY OTHER
SOURCE.
Name________________________________ Address________________________
_____________________________________ Post Code______________________
Tel No____________________
3.2 Know what you can and cannot do within of your role in handling comments and complaints and how you should respond
• This includes the recording of comments and complaints The following section addresses the matter of how clients and/or their relatives and representatives can make complaints about anything which goes on in the home, both in terms of the treatment and care given by staff or the facilities which are provided. It deals with complaints procedures within the home relating to matters between the individual and the proprietor or manager. Complainants may also make their complaints directly to the Registering Authority. Whilst it is recognised that having a robust and effective complaints procedure which clients feel able to use is essential, this should not mean that the opportunity to make constructive suggestions (rather than complaints) is regarded as less important. Making suggestions about how things might be improved may create co‐operative relationships within the home and prevent situations where complaints need to be made from developing. However, it is important to remember that many older people do not like to complain – either because it is difficult for them or because they are afraid of being victimised. If a home is
truly committed to the principles outlined in earlier sections of this document, an open culture within the home will develop which enables clients, supporters and staff to feel confident in making suggestions and for making complaints where it is appropriate without any fear of victimisation Clients and their relatives and friends are confident that their complaints will be listened to, taken seriously and acted upon. The registered person ensures that there is a simple, clear and accessible complaints procedure which includes the stages and timescales for the process, and that complaints are dealt with promptly and effectively. The registered person ensures that the home has a complaints procedure which specifies how complaints may be made and who will deal with them, with an assurance that they will be responded to within a maximum of 28 days. A record is kept of all complaints made and includes details of investigation and any action taken. The registered person ensures that written information is provided to all service users for referring a complaint to the Registering Authority at any stage, should the complainant wish to do so. 3.3 Know who to ask for advice in handling comments and complaints When I feel need to Know who to ask for advice in handling comments and complaints, I speak to the following people depending on the severity and complexity of the complaint, including whistle‐blowing
• Care Colleagues at the same level but more experience, knowledge and qualifications • Senior Carers • Managers • Registered manager • Specialists in house (Cook etc) • Specialist Out House (Doctors, Pharmasists, Chiropodists etc • Social Workers • Nurse Professionals • Registering Authority • Police
3.4 Recognise the importance of learning from comments and complaints to improve the quality of service
Comments and complaints can improve care values, especially in areas of:
• health and safety • access to facilities • access to education and employment • quality of furnishings and fittings • personal care
They enable a home to evaluate what they do and improve on a service, even when a service is complimented on, it gives time to observe what could be do=ne better
Most people have a positive experience of care homes but sometimes problems can come up and you may want to make a complaint.
AREAS OF CARE AND SKILLS THAT CAN BE IMPROVED
• Improving the Principles of Care
• Understanding the Principles of Care • The Organisation and the Role of the Worker • Health and Safety Responsibilities • Effective Communication • Abuse and Neglect • Develop as a Worker • Safety Information • Care Plans • Different Ways People Communicate Feelings • Policies & Procedures • How to Deal with Complaints • Reporting an Incident • Making an Entry in the Communications Book • Write a Formal Letter • Recording Information on Charts • Using Numbers in Care Work • Interacting with People from Other Cultures • Speaking Politely • Reading Signs and changes
4. KNOW HOW TO RECOGNISE AND HANDLE ADVERSE EVENTS, INCIDENTS, ERRORS AND NEAR MISSES 4.1 Know how to recognise adverse events, incidents, errors and near misses that are likely to affect the wellbeing of individuals
• An individual refers to anyone accessing care or support; it will usually mean the person or people supported by the worker
EVENTS Missing Meals What rights do Individuals have regarding care home meals? In Care homes, individuals are to receive care, treatment, and services that are adequate and appropriate, and in compliance with social care regulation
• Meals must be served at regular hours each day. Ancillary staff may take uneaten food away if the client is asleep or away from the bed causing the client to miss calories and nutrition, on a short or long term basis • There should be less than 14 hours between the evening meal and breakfast. The individual may feel hunger if having to wait extreme times between meals • Foods are to be served in a manner which meets individual’s needs. This may include food being
cut, ground, chopped, or pureed. This may include adaptive eating devices such as special utensils, plate guards, cut with lid, etc.
Food that is unappetising may lead to an individual not wishing to eat the food provided. Food not appropriately prepared may not be eaten if the individual cannot chew it, or the implements are not appropriate for the client’s condition • Meals must meet recommended dairy allowances and be served in an appealing and sanitary way. Not enough food can lead to malnutrition over time • Foods are to be served at appropriate temperatures ‐ hot foods served hot and cold foods served cold.
Hot food served cold and cold food served hot may lead to the individual not eating it • Needed assistance in a timely manner and adequate supervision is to be provided. Lack of assistance may mean the individual failing to eat the food • Nutritional needs can be met with supplemental fluids when physician directed. Lack of nutrition can cause a failure or will to eat meals • The individual’s doctor or dietician identifies any special dietary needs. The home must provide
any special diet the doctor identifies. Lack of appropriate diet may lead to dietary failure • Food or meal service concerns should be discussed with the food services supervisor and/or the
facility administrator. Special dietary concerns should be discussed with the doctor. If these discussions do not resolve your concerns, you might want to contact your local ombudsman for suggestions.
Failure to spot dietary needs may cause the individual to miss meals INCIDENTS Violent behaviour can be broadly defined as a pattern of abusive behaviours by one or more people in a care home, including violence from other clients, staff, outside workers, family, friends or professionals. Violence has many forms including physical aggression (hitting, kicking, biting, shoving, restraining, slapping, throwing objects), or threats thereof; sexual abuse; emotional abuse; controlling or domineering; intimidation; stalking; passive/covert abuse (e.g., neglect); and economic deprivation. This violence may or may not constitute a crime, depending on local statutes, severity and duration of specific acts, culpability and other variables. Alcohol consumption and mental illness can be co‐morbid with abuse, and present additional challenges when present alongside patterns of abuse.
Awareness, perception and documentation of domestic violence differs from country to country, and from era to era.
Although there are common themes of abuse across nations, there are also unique manifestations based upon history, culture, economic strength and societal perceptions of older people within nations themselves. The fundamental common denominator is the use of power and control by one individual to affect the well‐being and status of another, older, individual.
There are several types of abuse of older people that are generally recognised as being elder abuse, including:
• Physical: e.g. hitting, punching, slapping, burning, pushing, kicking, restraining, false imprisonment/confinement, or giving excessive or improper medication
• Psychological/Emotional: e.g. shouting, swearing, frightening, or humiliating a person. A common theme is a perpetrator who identifies something that matters to an older person and then uses it to coerce an older person into a particular action. It may take verbal forms such as name‐calling, ridiculing, constantly criticizing, accusations, blaming, and general disrespect, or non verbal forms such as ignoring, silence or shunning.
• Financial abuse: also known as financial exploitation. e.g. illegal or unauthorized use of a person’s property, money, pension book or other valuables (including changing the personʹs will to name the abuser as heir). It may be obtained by deception, coercion, misrepresentation, or theft. The term includes fraudulently obtaining or use of a power of attorney. Other forms include deprivation of money or other property, or by eviction from own home
• Sexual: e.g. forcing a person to take part in any sexual activity without his or her consent, including forcing them to participate in conversations of a sexual nature against their will; may also include situations where person is no longer able to give consent (dementia)
• Neglect: e.g. depriving a person of food, heat, clothing or comfort or essential medication and depriving a person of needed services to force certain kinds of actions, financial and otherwise. The deprivation may be intentional (active neglect) or happen out of lack of knowledge or resources (passive neglect).
• Rights abuse: denying the civil and constitutional rights of a person who is old, but not declared by court to be mentally incapacitated. This is an aspect of elder abuse that is increasingly being recognised and adopted by nations
• Self‐neglect: elderly persons neglecting themselves by not caring about their own health or safety. Self neglect ( harm by self) is treated as conceptually different than abuse (harm by others).
• ʹAbandonmentʹ: deserting a dependent person with the intent to abandon them or leave them unattended at a place for such a time period as may be likely to endanger their health or welfare.
ERRORS Drug Administration
Medication errors affect three quarters of care home individuals
6 October, 2009
Overworked care‐home staff, poor teamwork and lack of training mean three quarters of elderly individuals are subject to medication errors.
A study by Leeds, London and Surrey universities includes data on 256 individuals, each of which was typically taking eight medicines, throughout 55 care homes across England.
It found that 69.5% had been subject to one or more medication errors. Misdispensing was identified in 7.3% of cases, according to the journal Quality and Safety in Health Care.
One hundred individuals were subject to prescribing errors, it says, including the wrong dose and not enough information on how the drug should be taken.
The report added: “Contributing factors from 89 interviews included doctors who were not accessible, did not know the individuals and lacked information in homes when prescribing; home staff’s high workload, lack of medicines training and drug round interruptions; lack of team work among home, practice and pharmacy; inefficient ordering systems; inaccurate medicine records and prevalence of verbal communication; and difficult to fill (and check) medication administration systems.”
Poor communication “within and among the home, GP practice and pharmacy” was an important factor, it says.
Every year there are countless deaths and hospitalizations resulting from the mismanagement of medication usage. These deaths occur from multiple factors including administration of the incorrect medication, taking drugs improperly and the wrong dose to name a few. We can help reduce these medications accidents and deaths, by implementing some safety precautions. Follow these steps to help your elders...
HOW TO PREVENT MEDICATION ERRORS IN THE ELDERLY List all the medications prescription medications, over‐the‐counter drugs and any vitamin and herbal
supplements they take.
Educate the elderly person about their medications including the desired effects and be familiar with the instructions on how and when to take the medication, possible side effects and drug interactions.
Develop a medication usage sheet. Below is one example of how you can list all the medications. A medication list should include the following:
o Name of the medication, colour and shape. o Dosage and frequency o Reason they are taking the medication o The date they started taking the medication o The prescribing physicianʹs name and contact information o Any special instructions and/or side effects about the medication
It is important to have all the medications filled at only one pharmacy. It can be very helpful to develop a relationship with one of the pharmacistʹ s where the elder picks up their medications. Pharmacists are well trained and can answer your questions about possible drug interactions, side effects and contraindications that your health care provider may not tell you.
Keep a list of all the medications the elderly are taking on the refrigerator or by the main telephone they use in a brightly coloured folder clearly marked.
Ensure that the medications are stored properly [away from the heat or in the refrigerator] and discard any drugs that have expired or have no label
Instruct the elderly to put on a light when taking medications and never take their drugs in the dark.
If the elderly person utilizes a pill box, always have them keep at least one pill in the original medication container for identification purposes.
Never have the elderly mix more than one medication in a pill container, especially when travelling.
Always have the elderly bring a list of all of the medications they are currently taking when going to a physician appointment.
NEAR MISSES Health and safety – Falls
Statistics on Falling and the Elderly
Falling and its resulting injuries are an important public health problem for older adults. The National Safety Council estimates that persons over the age of 65 have the highest mortality rate (death rate) from injuries. Among older adults, injuries cause more deaths than either pneumonia or diabetes. Falls account for about one‐half of the deaths due to injury in the elderly.
Several epidemiological studies have looked at the rate of falls in the elderly at home, in outpatient settings and institutions.
• Among 65 year‐old women nearly one in three (30 percent) will fall; after age 85, over half of women will suffer a fall.
• For men, the proportion that fall increases from 13 percent in the 65 to 69 age group to a peak of 31 percent in the 80‐ to 84‐year age group. For those over the age of 85 there is a slight decrease.
• It appears that for the elderly living at home one‐third to one‐half tend to fall or do fall. Those who are more aged, female, single, divorced or widowed have an increased rate of falling.
• In the younger, healthier elderly, environmental factors are more important, with stairs and floor obstacles being common causes of falls.
• For the older, sick elderly, falls are often associated with dizziness and syncope (brief loss of consciousness; ʺpassing outʺ), cardiac and neurologic disease, poor health status and functional disability.
Complications of Falls
The complications of falls are numerous and significant.
• Fear of falling can be a very real reason for loss of mobility in the elderly. After a few falls, some people become so frightened and anxious that they will not attempt to stand even when there is adequate help and support. Fractures of the hip or forearm are common results of falling.
• Hip fractures carry high morbidity (health problems related to a disease or condition) because of prolonged immobility, surgical risks and functional disability, possibly related to hospitalization.
• Hypothermia, dehydration, bronchial pneumonia and pressure damage to the skin are all possible complications resulting from exposure in individuals who are unable to get up once they have fallen.
Older persons are likely to fall for several reasons. The environment can be particularly dangerous as one gets older. Steps, throw rugs and poor lighting can all lead to increased falling when combined with physical instability.
Physical instability has many causes in the elderly
• Osteoarthritis, muscle wasting and slowed reflexes are very common • Poor vision from cataracts or macular degeneration
Postural hypotension (abnormally low blood pressure) also contributes to unsteadiness.
Finding the Cause
A person who has fallen will be asked to give the care provider:
• An exact description of the accident and how they were feeling before it happened. • A complete drug history is also needed. • If the fall was a recent one, is there some underlying disease or new drug that may be the cause? • If falling is an ongoing problem, could this be related to repeated accidental falls? • If not, then other things to consider as sources of the problems might be orthostatic hypotension,
heart problems, or Parkinsonʹs disease.
Prevention
To prevent falls you have to find the underlying cause and treat it. Therapists, nurses and the family can help the elderly person who has fallen regain or maintain his or her mobility. They can also help lessen the risk of falls by creating a safer living environment and improving awareness of environmental dangers. For example:
• Outside lighting can be improved • Night‐lights can be installed in hallways, near stairs, and in bathrooms • Throw rugs can be removed or replaced with wall to wall carpeting • Be especially careful when starting a new medication to be certain that it doesnʹt cause dizziness. If
it does, call your health care provider. • Keep telephone cords and other wires out of the way where you might trip on them.
Many elderly people have repeated falls without harm. The importance of falls as a cause and as a consequence of ill health in the elderly is now recognized. Although little is known about the increased risk of falls with age, studies are being done to improve the care available to older adults at risk for falls and injury
4.2 Be aware of what you can and cannot do within your work role in relation to adverse events, incidents, errors and near misses
• This include the recording of incidents To provide whatever help and encouragement is required by an individual for them to take control of their life. It is likely that to achieve this, the person receiving support will require aid from a number of different people, including friends, family, co‐tenants. It will therefore be necessary for the support worker to respect and work co‐operatively with others enabling the individual to live in their own home within their local community, based on the individual’s preferences/needs within the framework of the Support Plan and Risk Management Strategy. Carer will additionally be allocated the role of key worker for a particular individual/tenant.
Incorporated duties include :
Assisting individuals in developing their skills, facilitating access and enrolment in further education/community education, college course.
Pursue the individual’s desire for paid or unpaid employment by liaising with employment agencies, employers etc., with the individual.
Support the individual in learning/developing skills in communication, domestic tasks, personal support, and social situations.
Assisting the individual to participate fully in the community by developing a range of valued activities outside their home promoting real choice by giving opportunities to try different options.
Assisting individual to maintain and develop a range of relationships within the community including friends, neighbours and other social contact.
Provide practical assistances to individuals in carrying out everyday living tasks of whatever level they need, to enable them to live as comfortably safely and independently as possible.
Promote individual’s health and well being by :
• Supporting individuals to ensure their support needs are met by accessing appropriate facilities for medical, dental, optical treatment etc.
• Ensure emotional/psychological needs are supported and monitored.
Enable each tenant to take growing control in all areas of their life taking account of their level of experience, ability and understanding by :
• Ensuring the tenants are involved as far as possible in decision making which affects them. • Ensure the individual is involved as far as possible in determining their own routine – what, when and
how they do things.
Key Worker Responsibilities’
Participate in the assessment of individual needs in partnership with the Team Leader and member of the Support Team.
Participate in the planning, implementation and evaluation of individual support plans in partnership with the Team Leader and members of the Support Team.
Lead Individual Person Centred Planning process in partnership with the Team Leader and members of the Support Team.
In conjunction with Team Leader communicate regularly with members of the Support Team keeping them informed of progress and any important change.
Acting as an advocate for the individual where appropriate
Ensuring that all possible and appropriate leisure and hobby activities are pursued and if suitable undertaken.
Support with personal shopping where required.
Support contract with relatives, friends and volunteers.
Team Responsibilities
To communicate effectively with other team members, participating constructively in team meetings, contributing to and putting into effect decisions made in respect of individual tenants/general management of scheme.
Support other members of the team in their work.
To provide written records/reports as per Policies and Procedures.
To maintain household finances as per Policies and Procedures.
To take up relevant opportunities for training and development and attend all mandatory Training.
To maintain confidentiality in respect of individual tenants, employees and the organisation.
To ensure that all principles/policies are strictly observed and adhered to at all times. This job description is not exhaustive and should be taken only as a general outline of the duties of the post holder. It may be reviewed and varied periodically with due notice.
4.3 Know the procedures and to whom you should report any adverse events, incidents, errors and near misses
• ‘Whistle blowing’ means bringing these sorts of matters to the attention of the employer, or other
appropriate authority
Whistle‐Blowing Policy & Procedure
Hayfield encourages a free and open culture in its dealings between management, staff, service users and all people with whom it engages in business.
In particular, The Home recognises that effective and honest communication is essential if its aims are to be achieved and bad practice is to be dealt with properly. This document is designed to provide guidance to all those who work with or within The Home, who may feel at some time, that they need to raise certain issues relating to other personnel in confidence.
This whistle‐blowing policy and procedures fully complies with the Public Interest Disclosure Act 1998 and more specifically Standard 5 in National Care Standards – Care Homes for People with Physical and Sensory Impairment and Standard 2 in National Care Standards – Support Services relating to legal requirements and best‐practice guidelines to ensure that service users are protected from abuse, neglect and harm in care settings.
For advice on Whistle‐Blowing, Public Concern at Work is an independent charity, recognised as a leading authority on public interest whistle‐blowing.
• It runs a free legal helpline for people concerned about serious malpractice in the workplace.
• It offers professional and practical help to organisations on how to encourage responsibility and accountability in the workplace.
• It conducts research and informs developments in public policy.
Procedure
All staff are encouraged to raise any genuine concerns about any bad practice. Examples of subject matters for disclosures would be:
• a suspicion of a criminal offence.
• a failure to comply with or a breach of legal obligations.
• a miscarriage of justice.
• endangering the Health and Safety of an individual.
• damage to the environment.
• financial malpractice, including fraud, theft, corruption or deliberate damage to property.
• breach of regulations or cover up of any issues above, affecting service users or other staff.
(Staff who fail to follow this procedure and knowingly withhold information or evidence in any of the above occurrences or areas, may be subject to disciplinary action, or to possible criminal proceedings in the event of a criminal investigation).
Staff may be worried that by reporting such issues, they will be opening themselves up to the risk of victimisation or may be risking their job security. This policy is designed to give staff who raise concerns about other staff, the opportunity to do so and feel protected. All staff have statutory protection, provided that concerns are raised in the right way and they are acting in good faith.
In The Home, the procedure is:
• Report suspected, or actual bad practice to your line manager. (The fear of being mistaken should not prevent you from raising your concerns, provided you are acting in good faith. You will be protected from reprisal or victimisation and will not be risking your job security).
• In cases where you do not feel you can tell your immediate line manager, for whatever reason, raise the matter with another manager or the director either verbally or in writing.
• If the matter is so serious that you cannot discuss with any of the above mentioned, contact the local Care Quality Commission
Training
All new staff should read this policy as part of their induction process and have regular opportunities at supervision and in‐house training to be reminded of this policy and procedure and any updates.
WHISTLEBLOWING
Youʹre protected under the law if you reveal to those in positions of authority ‐ʹblow the whistle onʹ‐ suspected malpractice at work. Find out about the types of disclosure you can make, who to make them to and what to do if you suffer for whistleblowing.
Public interest and the law
The law that protects whistleblowers is for the public interest ‐ so people are encouraged to speak out if they find malpractice in an organisation. They can do so knowing theyʹre protected from losing their job and/or being victimised. Blowing the whistle is more formally known as ʹmaking a disclosure in the public interestʹ.
Whoʹs protected?
Youʹre protected from victimisation as a whistleblower if you meet all of the following:
• youʹre a ʹworkerʹ • youʹre revealing information of the right type (a ʹqualifying disclosureʹ) • you reveal it to the right person, and in the right way (making it a ʹprotected disclosureʹ)
See below for more on ʹqualifyingʹ and ʹprotectedʹ disclosures.
ʹWorkerʹ has a special wide meaning for these protections. As well as employees it includes the self‐employed, agency workers and people who arenʹt employed but are in training with employers.
Where does the protection apply?
Qualifying disclosures
To be protected, you need to reasonably believe that malpractice in the workplace is happening, has happened or will happen. You also need to make your disclosure in the right way.
The types of malpractice the law covers are:
• criminal offences • failure to comply with a legal obligation • miscarriages of justice • threats to peoples health and safety • damage to the environment
The law also covers a deliberate attempt to cover up any of these.
You may not be protected if you break another law in blowing the whistle for example, if youʹve signed the Official Secrets Act as part of your employment contract.
Protected disclosures
For your disclosure to be protected by the law you must make it to the right person and in the right way.
If you make a qualifying disclosure in good faith to your employer, or through procedures which your employer has authorised, the law protects you. You can also complain to the person who’s responsible for the area of concern to you. For example, you might raise concerns about health and safety with a health and safety representative.
In order for a disclosure to a ʹprescribed personʹ to be protected, you must fulfil the following requirements. You must:
• make the disclosure in good faith; • reasonably believe that the information is substantially true • reasonably believe you are making the disclosure to the right ʹprescribed personʹ
You can also make disclosures to others, in certain circumstances, you can make your disclosure:
• to your legal adviser • to a government minister, if youʹre a public sector employee • more generally (e.g. to a professional standards body or, in extreme circumstances, the media)
However, there are different sets of rules as to when each of these disclosures will be protected. For example, the rules covering disclosures ʹmore generallyʹ are extremely strict (among other things, you must not be acting for personal gain).
If you are unsure, you should always get professional advice before going ahead (note that anything you say to a legal adviser in order to get advice is automatically protected).
What to do next
If you want to complain about malpractice at work you should follow any procedure set down by your employer (this will often be your employerʹs grievance procedure). If you belong to a trade union, you can get advice from your representative. If youʹre complaining about a health and safety issue, you can speak to your safety representative if you have one.
If you’re sacked for whistleblowing
If you’re sacked for complaining about malpractice at work, you can make a claim for unfair dismissal if you’re an employee. You do not need to have the normal one year’s service to do this.
If youʹre not an employee but are covered by the whistleblowing protections and have a contract thatʹs terminated for whistleblowing you can take your case to an Employment Tribunal (Industrial Tribunal in Northern Ireland) and claim that you have suffered ʹdetrimental treatmentʹ.
If youʹre covered by the whistleblowing protections and youʹve been victimised (e.g. demoted, been denied training opportunities or promotion) for whistleblowing you can take your case to an Employment Tribunal, claiming that you have suffered ʹdetrimental treatmentʹ.
Where to get help
The Advisory, Conciliation and Arbitration Service (Acas) offers free, confidential and impartial advice on employment rights issues. You can call the Acas help line on 08457 474 747 from 8.00 am to 6.00 pm Monday to Friday.
The Labour Relations Agency (LRA) offers free, confidential and impartial advice on all employment rights issues for individuals of Northern Ireland. You can contact the LRA on 028 9032 1442 from 9.00 am to 5.00 pm Monday to Friday.
Your local Citizens Advice Bureau (CAB) can provide free and impartial advice. You can find your local CAB office in the phone book or online.
If you are a member of a trade union, you can get help, advice and support from them.
Seek legal advice from a Solicitor or Advice Agency on discrimination issues
This policy supports the “Dignity in Care” campaign promoted by the Department of Health and requires staff to adopt and implement the Dignity Challenge. High quality services that respect people’s dignity should:
• Have a zero tolerance of all forms of abuse. Care and support must be provided in a safe environment, free from abuse.
• Support people with the same respect that you would want for yourself or a member of your family. People should be cared for in a courteous and considerate manner
1.2 Understand why it is important to work in a way that promotes these values when providing support to individuals
• An individual refers to anyone accessing care or support; it will usually mean the person or people
supported by the worker
• The aim of Person Centred Care is to ensure that the individual is an equal partner with Health and Social Care professionals in assessing, identifying options for and delivering the most appropriate package of care for that individual across organisational boundaries. It involves the provision of full information on all aspects of the individual’s needs and available services and requires the individual to be treated with respect, courtesy and dignity at all times.
• That the person is at the centre of any plans that are made. That the assessment takes account of the ‘whole person’, needs social as well as medical. There is life outside hospital care. The plans are accessible and easily understood – reviewed and updated.
• Is the total care of the person. To begin with the person is the centre of the plan i.e. to be consulted and their views always to come first. It should include all aspects of care both Social Services, Health, family and voluntary sector.
• ‘Care pathways’ comes to mind, which to me means that from the moment of referral, the progress of a individual’s care is monitored, as they pass from one agency to another in order to ensure they receive appropriate treatment, resulting in the speediest possible recovery.
• Person Centred Care – to me means making the rules fit the individual rather than the reverse. An individual who is feeling ‘cared for’ is more likely to relax and let things take their course.
1.1 Understand how to promote dignity in your day to day work with the individuals you support
The Dignity factors
Research indicates that there are eight main factors that promote dignity in care. Each of these Dignity Factors contributes to a personʹs sense of self respect, and they should all be present in care.
CHOICE AND CONTROL
Enabling people to make choices about the way they live and the care they receive.
• Take time to understand and know the person, their previous lives and past achievements, and support people to develop ‘life story books’
• Treat people as equals, ensuring they remain in control of what happens to them. • Empower people by making sure they have access to jargon‐free information about services when
they want or need it. • Ensure that people are fully involved in any decision that affects their care, including personal
decisions (such as what to eat, what to wear and what time to go to bed), and wider decisions about the service or establishment (such as menu planning or recruiting new staff).
• Don’t assume that people are not able to make decisions. • Value the time spent supporting people with decision‐making as much as the time spent doing
other tasks.
• Provide opportunities for people to participate as fully as they can at all levels of the service, including the day‐to‐day running of the service.
• Ensure that staff have the necessary skills to include people with cognitive or communication difficulties in decision‐making. For example, ʹfull documentation of a person’s previous history, preferences and habits’ can be used by staff to support ʹchoices consistent with the person’s character’. (Randers and Mattiasson, 2004).
• Identify areas where people’s independence is being undermined in the service and look for ways to redress the balance.
• Work to develop local advocacy services and raise awareness of them. • Support people who wish to use direct payments or personal budgets. • Encourage and support people to participate in the wider community. • Involve people who use services in staff training.
COMMUNICATION
Speaking to people respectfully and listening to what they have to say; ensuring clear dialogue between workers and services.
Communication in practice
• Ask people how they prefer to be addressed and respect their wishes. • Give people information about the service in advance and in a suitable format • Donʹt assume you know what people want because of their culture, ability or any other factor –
always ask. • Ensure people are offered ʹtime to talkʹ, and a chance to voice any concerns or simply have a chat. • If a person using the service does not speak English, translation services should be provided in the
short term and culturally appropriate services provided in the long term. • Staff should have acceptable levels of both spoken and written English. • Overseas staff should understand the cultural needs and communication requirements of the
people they are caring for. • Staff should be properly trained to communicate with people who have cognitive or
communication difficulties. • Schedules should include enough time for staff to properly hand over information between shifts. • Involve people in the production of information resources to ensure the information is clear and
answers the right questions • Provide information material in an accessible format (in large print or on DVD, for example) and
wherever possible, provide it in advance. • Find ways to get the views of people using the service (for example, through individuals� meetings)
and respect individuals� contributions by acting on their ideas and suggestions.
EATING AND NUTRITION CARE
Providing a choice of nutritious, appetising meals, that meet the needs and choices of individuals, and support with eating where needed.
Eating and nutritional care in practice
• Carry out routine nutritional screening when admitting people to hospital or care. Record the dietary needs and preferences of individuals and any assistance they need at mealtimes and ensure staff act on this
• Refer the person for professional assessment if screening raises particular concerns (e.g. speech and language therapy for people with swallowing difficulties, occupational therapy for equipment such as special plates and cutlery, dietician for special dietary needs relating to illness or condition, physiotherapist to assess physical needs and posture).
• Make food look appetising. If the texture of food needs to be modified seek advice from the speech and language therapist. Not all food for people with swallowing difficulties needs to be puréed. Keep different foods separate to enhance the quality of the eating experience.
• If necessary, record food and fluid intake daily and act on the findings. • Make sure food is available and accessible between mealtimes. • Give people time to eat; they should not be rushed. • Provide assistance discreetly to people who have difficulty eating. Use serviettes, not bibs, to
protect clothing. Offer finger food to those who have difficulty using cutlery, and provide adapted crockery and cutlery to enable people to feed themselves where appropriate.
• While socialising during mealtimes should be encouraged, offer privacy to those who have difficulties with eating, if they wish, to avoid embarrassment or loss of dignity.
• Ensure that mealtimes are sufficiently staffed to provide assistance to those who need it. • If there are insufficient staff to support those who need it, introduce a system of staggered
mealtimes. • Develop or make use of existing volunteer schemes to help give support to people at mealtimes. • Encourage carers, family and friends to visit and offer support at mealtimes. • Don’t make assumptions about people’s preferences on the basis of their cultural background –
people should be asked what their preferences are. • Ensure all care staff, including caterers, have access to training. • Raise awareness of the risk of malnutrition and the importance of providing good nutritional care. • Ensure staff have the skills to communicate with people who have dementia and communication
difficulties. Visual aids, such as pictorial menus, and non‐verbal communication skills may help people to make choices.
• Gather information on the older person’s needs and preferences from people who know them well. • Ensure that home care staff have sufficient allocated time and the skills to prepare a meal of choice
for the person, including freshly cooked meals. • For day care, implement best practice in food procurement ensuring food is of good quality and is,
where possible, local, seasonal and sustainable. • Carry out regular consultation on menus with people using the service. • Wherever possible, involve people using the service in meal preparation. • In care settings, where access to industrial kitchens is denied, provide facilities for people to make
drinks and snacks. • Ensure that fresh water is on offer at all mealtimes and freely available throughout the day.
Hydration
• Encourage people to drink regularly throughout the day. The Food Standards Agency recommends a daily intake of six to eight glasses of water or other fluids.
• Provide education, training and information about the benefits of good hydration to staff, carers and people who use services, and encourage peer‐to‐peer learning.
• Provide promotional materials to remind people who use services, staff and carers of the importance of hydration
• Ensure there is access to clean drinking water 24 hours a day. • If people are reluctant to drink water, think of other ways of increasing their fluid intake, for
example with alternative drinks and foods that have a higher fluid content, (e.g. breakfast cereals with milk, soup, and fruit and vegetables).
• If people show reluctance to drink because they are worried about incontinence, reassure them that help will be provided with going to the toilet. It may help some people to avoid drinking before bedtime.
• Be aware of urine colour as an indication of hydration level (Water UK, 2005); odourless, pale urine indicates good hydration. Dark, strong‐smelling urine could be an indicator of poor hydration – but there may be other causes that should be investigated.
PAIN MANAGEMENT
Ensuring that people living with pain have the right help and medication to reduce suffering and improve their quality of life.
Pain management in practice
• Raise staff awareness that people may not report pain, that it can have a significant impact on dignity and well‐being and that it can be identified and treated.
• Enquire about pain during assessment • Ensure that night staff receive equivalent training on pain identification and treatment to those
working during the day • Use assessment guidance (PDF) to support professionals to assess for pain in people with
communication problems.
Care Quality Commission ‐ what the regulator says
The CQC started work in 2009 as the independent regulator for health and social care services. A new registration system is being phased in and CQC has published new standards of quality and safety. The standards are set out in 28 ‘outcomes’.
What CQC outcomes say about Choice and control
Pain management and dignity ‐ key points from policy and research
• Pain can wrongly be viewed as an unavoidable aspect of old age (Kumar and Allcock, 2008). • Older people are more likely to experience pain, less likely to complain about it and less likely to
comply with medication (Schofield and Reid, 2006). • Pain in people with cognitive impairment, including learning disabilities and dementia is under
diagnosed and under treated (Dutton.R. 2009, Closs et al, 2004, McGuire et al, 2010). • In a study into the care and treatment of people with dementia in hospital 51 per cent of carers were
dissatisfied with pain recognition and 71 per cent of nursing staff wanted more training on being able to recognise pain in people with dementia (Alzheimer’s Society, 2009)
• Pain can exacerbate the behavioural and psychological symptoms of dementia (Alzheimer’s Society, 2009) and could result in challenging behaviour (Cunningham 2006).
• Use of bank and agency staff can reduce pain recognition (Kerr et al, 2006) because regular staff would know the person and therefore be more likely to identify pain related behaviour.
• Pain can cause people to wake at night; restlessness should trigger concerns about whether the person is suffering pain (Kerr et al, 2006)
• Pain can cause people to avoid activities and can increase social isolation as a result (Kumar and Allcock, 2008)
PERSONAL HYGIENE
Enabling people to maintain their usual standards of personal hygiene.
Personal hygiene in practice
• Support people to maintain their personal hygiene and appearance, and their living environment, to the standards that they want.
• When providing support with personal care, take the individual’s lifestyle choices into consideration – respect their choice of dress and hairstyle, for example.
• Don’t make assumptions about appropriate standards of hygiene for individuals • Take cultural factors into consideration during needs assessment.
These practice examples are self‐reported and have not been evaluated.
Care Quality Commission ‐ what the regulator says
The CQC started work in 2009 as the independent regulator for health and social care services. A new registration system is being phased in and CQC has published new standards of quality and safety. The standards are set out in 28 ‘outcomes’.
What CQC outcomes say about Personal hygiene
Personal hygiene and dignity ‐ key points from policy and research
• Having a clean and respectable appearance and pleasant environment is key to maintaining the self‐esteem of older people.
• Cleanliness in hospitals is one of the top five issues for patients (DH, 2004d). • Having a clean home is particularly important to older women in terms of maintaining their dignity
and self‐respect. (Godfrey et al., 2000). • The proper care of laundry is a key issue for many care home individuals (PG Professional and the
English Community Care Association, 2006). • ʹHygiene and cleanliness is seen as a key indicator of standards within a [care] home’ (PG
Professional and the English Community Care Association, 2006).
PRACTICAL ASSISTANCE
Enabling people to maintain their independence by providing ‘that little bit of help’.
Practical assistance in practice
• Make use of personal budgets to provide people with the help they want and need. • Help people to maintain their living environment to the standards that they want. • Tap into or develop local services to provide help for people in the community e.g. gardening,
maintenance. • Make use of volunteers. • To reduce risk of abuse through people being identified as not coping and subsequently targeted,
encourage home owners and landlords to carry out external repairs.
Practical assistance and dignity ‐ key points from policy and research
• Having a clean home is particularly important to older women in terms of maintaining their dignity and self‐respect (Godfrey et al., 2000).
• A little bit of help can make a big difference. This includes low‐level, flexible services such as help with cleaning, ironing, garden maintenance, foot care and assistance with caring for pets (JRF, 2005).
• People receiving practical help such as ‘small housing repairs, gardening, limited assistive technology or shopping’ report significant improvements in quality of life (Henwood and Hudson, 2008).
• Providing support for people’s low level needs can prove to be cost efficient (PSSRU, 2009). • A home in a poor state of repair can alert potential abusers to the person’s vulnerability (Thornton
et al, 2003).
PRIVACY
Respecting people’s personal space, privacy in personal care and confidentiality of personal information.
Privacy in practice
• Ensure a confidentiality policy is in place and followed by all staff (including domestic and support staff).
• Make issues of privacy and dignity a fundamental part of staff induction and training. • Ensure only those who need information to carry out their work have access to people’s personal
records or financial information. • Respect privacy when people have personal and sexual relationships, with careful assessment of
risk. • Choose interpreters with the consent of the person using the service. • Get permission before entering someone’s personal space. • Get permission before accessing people’s possessions and documents • Provide space for private conversations and telephone calls. • Make sure that people receive their mail unopened. • Ensure single‐sex bathroom and toilet facilities are available. • Provide en suite facilities where possible. • In care, respect people’s space by enabling them to individualise their own room.
SOCIAL; INCLUSION
Supporting people to keep in contact with family and friends, and to participate in social activities.
Social inclusion in practice
• Promote and support access to social networks. • Resolve transport issues so that they do not prevent people from participating in the wider
community. • Build links with community projects, community centres and schools to increase levels of social
contact between people from different generations. • Identify, respect and use people’s skills, including the skills of older people gained in previous
employment. • Give people ordinary opportunities to participate in the wider community through person‐centred
care planning. • Involve people in service planning and ensure ideas and suggestions are acted upon.
2. WORKING IN A PERSON CENTRED WAY 2.1 Recognise the features of working in a person centred way
Person Centred Care
Person‐centred care is a commonly used phrase in the care sector, but:
What does it really mean?
Person‐centred care is a philosophy of providing care that is centred around the person, and not just their health needs.
To explain this in simple terms – we are all individual, no two people are the same hence it is not appropriate to say that because two people have dementia – that they both have the same care and support needs – our approach ensures a comprehensive understanding on individual need and the development of appropriate individual care plans for every individual for whom we are privileged to care for.
Approach to Care
The Person Centred care approach is to ensure that every person who uses a service receives high quality care, which promotes dignity and choice, whilst recognising each individual as an individual.
Every individual who chooses a care service can be assured of an individualised care and support programme, which is aimed at supporting them to achieve the highest quality of life and independence,
This includes:
• Promoting good health in older people • Promoting good mental health in older people • Adopting an integrated approach to assessment and care planning • Delivering care with a person‐centred approach • Ensuring the successful implementation of care and support as outlined in each individualised
care plan • Ensuring support and specialist training for all staff • Providing a specialist mental health service for older people, where applicable • Ensuring a staff team can recognise signs of changing need • Ensuring a staff team are suitably skilled and trained to meet changing needs • Ensuring transparent working with allied healthcare professionals • Ensuring clear lines of clinical governance and accountability • Providing appropriate care in a care setting, where “home is at the heart” • Ensuring an approach aimed at continual improvement
2.2 Understand why it is important to find out the history, preferences, wishes and needs of the individual(s) you are supporting.
• Needs – assessed needs can be a variety e.g. physical, emotional, social, spiritual, communication, support or care needs
Carers are the first people that a service user meets when a health need has arisen and they act as gate‐keepers for subsequent care. It is important to competently and efficiently take an initial history and assessment of the service user’s condition to enable care to be planned and implemented speedily. The quality and safety of client care is dependent upon h care professionals being adequately prepared for their expanding roles. This multi‐professional module is aimed at supporting and developing staff to practice more autonomously in their specialist area of practice by developing their history taking and assessment skills.
INDIVIDUALASSESSMENT
INTRODUCTION There follows a concise list of categories in which a client may be assessed or in which information may be recorded for diagnostic or other reasons:
• Identifying Information • Main Complaint or Problem • History of Same • Medical History • Social History • Family History • Past History • Mental Status • Physical Examination • Psychometric Tests.
Please continue for a more detailed description under each of the above sub‐headings. IDENTIFYING INFORMATION
• Age • Sex • Religion • Ethnicity • Marital Status • Next of Kin • Address • Others at same address • Occupation • Education • Number of Admissions
MAIN COMPLAINT There as on in clients own words for seeking or being sent (detained) to hospital for treatment or assessment (whichever is more relevant). HISTORY OF COMPLAINT
• Date of Onset • Events leading to Onset • Precipitants • Formation of Symptoms • Conditions under which same emerge. • Reactions of others to client
SYMPTOMS CHANGES IN FEELING
SOCIAL HISTORY This includes social and developmental history.
• Symptoms of behavioural problems: • Temper‐ Tantrums • Head banging • Enuresis • Cruelty to Animals • Mutism • Hyperactivity
• Depression • Elation • Mood (lability) • Anxiety • Fear/s • Nihilism • Guilt • Emptiness • Coping efficiency
CHANGES IN COGNITION
• Orientation • Memory • Concentration • Attention • Delusions • Phobias • Obsessions • Ideas of Reference • Paranoia • Grandiosity • Judgement
CHANGES IN BEHAVIOUR
• Volition • Activity • Motor Retardation • Impulsiveness • Aggression • Suicidal Ideation • Drug / Alcohol Abuse • Relationships • Sex
CHANGES IN PERCEPTION
• Hallucinations (type) • Depersonalization • De‐Javu • Illusions
CLIENTS TREATMENT GOALS
• Sleep Pattern • Weight Change • Appetite • Libido
Interactions with others
• Dreams and Memories • Friends • School • Puberty • Sexual Development
Problems of Adolescence
• Running from Home • Drug Abuse • Self Image • Religion
Work History
• Unemployment etc, • Satisfaction • Finance • Social Activity • Living Conditions
FAMILYHISTORY Family Members Description each Nuclear member Relationships Amount of Contact. MENTAL ASSESSMENT. Appearance
• Dress • Posture • Facies • Motor Activity • Mannerisms
Emotional State As above under symptoms Speech Content
• Quantity • Quality • Organisation
Non‐verbal Communication
PAST HISTORY OF PSYCHIATRIC CONTACTS Note for each contact:
• Dates • Agency • Diagnosis • Precipitants • Treatment • Progress.
MEDICAL HISTORY
• Childhood Illnesses • Major Medical / Surgical problems and
treatments, • Accidents / Traumas
Neurological Problems
• Head Injuries • Fevers • Convulsions / Seizures • Headaches / Migraines • Visual Disturbances • Disorientation • Tremors • Tics.
Endocrine problems
• Thyrotoxic • Pituitary • Adrenal • Allergies • Alcohol Consumption • Current Medication
For Women
• Age at Menarche • Menstrual Cycle • Contraceptive use • Pregnancies etc.
• Mannerism • Posture
State of Consciousness Thought Content Perceptual State Dreams Attitude
• Cooperation • Reliability • Motivation • Insight • Eye Contact
For a more complete set of criteria see under ʹsymptomsʹ in section headed HISTORY OF COMPLAINT. PHYSICAL EXAMINATION Full system review
• FBC • Thyroid Test • LFT • Routine Urinalysis • Chest X‐ray • Skull X‐ray • ECG • EEG • Kidney Studies • U&E
PSYCHOMETRIC TESTS
• I.Q. Tests • Personality Profile • Mini Mental State • Depression Scale • Dependency Scale
In general carers should assess:
• personal care and physical well‐being; • diet and weight, including dietary preferences; • sight, hearing and communication; • oral health; • foot care; • mobility and dexterity; • history of falls; • continence; • medication usage; • mental state and cognition; • social interests, hobbies, religious and cultural needs; • personal safety and risk; • carer and family involvement and other social contacts/relationships.
2.3 Understand how the changing needs of an individual are reflected in their care plan and how this contributes to working in a person‐centred way
Everyone with a long‐term condition can has care plan if they want one.
A care plan is an agreement between the client and their care professional (and/or social services) to help manage their health day‐to‐day. It can be a written document or something recorded in individuals’ notes.
Everyone who has a long‐term condition can take part in making their care plan. It helps to assess what care is need and how it will be provided.
If individuals think a care plan could help them, they talk to their GP, carer, nurse or social worker about the support they need to help manage their condition.. Mentioning things that are important to them and any goals they want to work towards. These can range from losing weight or stopping smoking, to going out more or more activities.
The care plan will cover areas including:
• The goals you want to work towards, such as being more ambulant, or taking part in activities. • The support services needed, who is in charge of providing these services, what the support
services have agreed to do and when it will be done. • Medicines. • An eating plan. • An exercise plan.
Making sure the individual has their say about what’s important to them and that they are happy with any decisions that are put into the plan. Unless health and social care workers know what individuals want, they can’t put it in.
Unless the individual declines, the care plan will be printed on paper and the individual is given a copy.
All the information in the care plan is private, seen only by the individual and the people who give you care or support. If individuals want someone else to be allowed to see the care plan, they can say so.
The plan will be looked over at fixed times (a care plan review). The individual can have a care plan review at least once a year. If you feel the care plan isnʹt working or other things in the individuals life change, an individual may ask for a care plan review.
2.4 Understand the importance of supporting individuals to plan for their future well being and fulfilment, including end of life care where appropriate
• May include Advance Care Planning A person’s well being may include their:
• sense of hope • confidence • self esteem • ability to communicate their wants and needs • ability to make contact with other people • ability to show warmth and affection • experience and showing of pleasure or enjoyment
The term quality of life is used to evaluate the general well‐being of individuals and societies. The term is used in a wide range of contexts, including the fields of healthcare. Quality of life should not be confused with the concept of standard of living, which is based primarily on income. Instead, standard indicators of the quality of life include not only wealth and employment, but also the built environment, physical and mental health, education, recreation and leisure time, and social belonging Within the field of care, quality of life is often regarded in terms of how it is negatively affected, on an individual level, a debilitating illness that is not life‐threatening, life‐threatening illness that is not terminal, terminal illness, the predictable, natural decline in the health of an elder, an unforeseen mental/physical decline of a loved one, chronic, end‐stage disease processes. Researchers at the University of Torontoʹs Quality of Life Research Unit define quality of life as “The degree to which a person enjoys the important possibilities of his or her life” (UofT). Their Quality of Life Model is based on the categories “being”, “belonging”, and “becoming”, respectively who one is, how one is connected to oneʹs environment, and whether one achieves oneʹs personal goals, hopes, and aspirations. Wellbeing can be associated with:
• Improving Health and Emotional Well‐being, • Improved Quality of Life, • Making a Positive Contribution, • Increased Choice and Control, • Freedom from Discrimination, • Economic Well‐being, • Maintaining Personal Dignity and Respect.
END of LIFE
Care planning
All people approaching the end of life need to have
• their needs assessed • their wishes and preferences discussed
• an agreed set of actions reflecting the choices they make about their care recorded in a care plan.
The care plan can include a person’s general wishes and preferences about how they are cared for and where they would wish to die.
The care plan should be
• subject to review by the multidisciplinary team, the patient and carers as and when a person’s condition, or wishes, change
• available to all who have a legitimate reason to access it.
It is important to assess an individuals needs, and get the appropriate support and care, including a holistic approach, which means looking at all aspects of an individual’s wellbeing, including:
• physical symptoms: controlling symptoms such as pain, vomiting or coughing • psychological symptoms: getting counselling if someone is anxious or scared • spiritual issues: palliative care specialists can help you to examine your feelings and consider
questions such as ‘Why is this happening to me?’ • social issues: finding the right support for a person’s situation, e.g. being cared for at home, and
considering practical issues, such as deciding where to die
When does end of life care begin?
Where someone who has days to live. The role is to manage the physical symptoms, make sure the carers know that the individual is dying, and support the family emotionally.
In other cases, end of life care can begin the moment a patient receives their diagnosis. This can last for months or even years for patients with illnesses such as cancer, renal failure and AIDS‐related conditions.
An individual who has an incurable illness but is expected to live for two, three or more years, at this stage, they may need a one‐off intervention to help with pain or adjusting to their diagnosis.”
End of life care also helps the individual to plan ahead, e.g. making a will, thinking about where they want to be at the end of their life, and telling their loved ones and carers about their wishes for their treatment or funeral. This is in case they canʹt do so later.
3. RECOGNISING POSSIBLE SIGNS OF DEMENTIA 3.1 Be aware of possible signs of dementia in the individuals with whom you work
Symptoms include:
• increasing difficulties with tasks and activities that require concentration and planning, • memory loss, • depression, • changes in personality and mood, • periods of mental confusion, • low attention span, • urinary incontinence, • stroke‐like symptoms, such as muscle weakness or paralysis on one side of the body,
• wandering during the night, and • slow and unsteady gait (the way that you walk).
Symptoms of dementia with Lewy bodies
The symptoms of dementia with Lewy bodies usually develop gradually but get more severe over the course of many years.
The symptoms of dementia with Lewy bodies include:
• memory loss, • low attention span, • periods of mental confusion, • delusions (believing in things that are not true), • difficulty planning ahead, • muscle stiffness, • slower movement, • shaking and trembling of arms and legs, • shuffling while walking, • problems sleeping, • loss of facial expression, and • visual hallucinations (seeing things that are not there). Usually people will see other people or
animals that are not real.
Symptoms of fronto‐temporal dementia
Fronto‐temporal dementia is caused by damage to the parts of the brain that help control emotional responses and behaviour. Therefore, many of the initial symptoms of fronto‐temporal dementia involve changes in emotion, personality and behaviour.
Someone with fronto‐temporal dementia may become less sensitive to other people’s emotions. This can make them seem cold and unfeeling.
They may also lose some of their inhibitions. This could lead to strange behaviour, such as making sexually suggestive gestures in a public place, being rude to others or making tactless comments.
Other symptoms of fronto‐temporal dementia include:
• aggression, • compulsive behaviour, • being easily distracted, • an increasing lack of interest in washing themselves, and • personality changes. A person who was previously withdrawn may become very outgoing, or vice
versa.
Some people with fronto=temporal dementia also have problems with language.
Symptoms affecting language include:
• speaking far less than usual, or not speaking at all, • having problems finding the right words to express themselves, and
• using many words to describe something simple. For example, saying ‘a metal and wooden tool used for digging’ instead of ‘a spade’.
3.2 Be aware why depression, delirium and age related memory impairment may be mistaken for dementia Differential diagnosis – co morbid conditions
Three syndromes complicate the diagnosis of dementia owing to similar symptoms of the presenting conditions:
• Depression • Delirium – including drug‐induced confusional states • Drug reactions
Depression, delirium, and drug reactions are potentially reversible conditions, therefore it is important to investigate the differential diagnosis. Points for consideration in the differential diagnosis
Subjective memory complaints, problems in word finding and naming and reduced concentration are common in elderly people, but may indicate depression, Pseudo=dementia secondary to depression is a common differential diagnosis and neuropsychological tests often fail to separate dementia and depression [Hofman, 2000]. To complicate this even further, depression is a relatively frequent complication of dementia.
Loss of hearing and visual impairments, which are common with increasing age, may affect cognitive performance and should be considered in the differential diagnosis.
Depression and dementia
Depression in the elderly may only be detected in about 25% of cases [Cole, 1996]. There are a number of reasons to explain why depression is missed in this segment of the population.
Despite the low rates of detection of depression in the elderly, differentiating depression and dementia poses additional problems for the clinician because depression in those over 40 years of age can cause some degree of cognitive change [Emery, 1992]. In some situations it may be unclear whether a patient has a clinical depression, dementia or both. Prevalence rates of depression complicating dementia reported worldwide vary from 0% to 86% [Ballard, 1996; Allen, 1995] and this extreme variability is due to difficulties in diagnosing depression in dementia.
What are the differentiating features of depression and dementia?
The differentiating features of depression and dementia.
In mild dementia, depression presents in a similar way to that observed in the non‐dementing elderly patient [Draper, 1999]. Although both depressive and cognitive symptoms are present, the extent to which they are caused by dementia or depression is unclear due to the overlap in the symptoms of these conditions.
Common overlapping symptoms of depression and mild dementia include:
• Apathy and loss of interest
• Poor memory • Sleep disturbance • Appetite change • Weight loss • Poor concentration • Psychomotor changes • Loss of interests • Loss of libido • Social withdrawal • Self‐neglect • Decreased pleasure in activities • Irritability • Anxiety
Depressive pseudo‐odementia Depression with significant cognitive impairment in the elderly is termed depressive pseudo dementia. The clinical features of this particular syndrome. The treatment regimen for depressive pseudo dementia is similar to any other major depression and maintenance antidepressant therapy is strongly recommended; however, the course of the mood disorder has high rates of relapse [Sachdev, 1990; Stoudemire, 1993] and there are variable outcomes. Although the cognitive impairment may diminish with pharmacotherapy, it may not fully resolve.
Sometimes the residual impairment is age‐related and benign, whereas at other times it may be due to co morbid cerebral disease, such as stroke or Parkinson’s disease.
A neuropsychological evaluation often helps with diagnosis once depression has been resolved. This is because reduced symptoms of depression may alter the test scores of the neuropsychological examination providing a more accurate account of dementia.
What is the outcome of depression with significant cognitive impairment in the elderly?
Although the outcome of elderly patients presenting with depression and significant cognitive impairment is variable, studies indicate that approximately 25–50% of patients aged 60 years and over, with depressive pseudo dementia, develop clinical dementia within three to five years [Sachdev, 1990; Copeland, 1992; Alexopoulos 1993].
Is depression in the elderly an indicator of dementia in later life?
The presence of depression appearing first in later life has been suggested to be a prodrome of later onset dementia, accounting for up to 10% of dementia cases [Visser, 2000; Linka, 2000]. Depression has been shown to often precede the dementia syndrome, particularly in vascular dementia, dementia with Lewy bodies and other sub cortical dementias [Ballard, 1996].
Diagnosing depression in established dementia
Diagnosing depression in dementia is difficult (see Tables 8 and 9) but the clinician should be sensitive to the fact that depression may develop at any stage of dementia, though perhaps less often in late stages. The most frequently reported symptoms of depression in established dementia include dysphoria, loss of interest and psychomotor changes [Ballard, 1996]; and thoughts of death and suicidal ideation are usually part of a depressive syndrome warranting treatment [Draper, 1998].
3.3 Understand why early diagnosis is important in relation to dementia
Early Diagnosis of Dementia
Until recently, the most significant issue facing a family physician regarding the diagnosis and treatment of dementia was ruling out delirium and potentially treatable aetiologies. However, as more treatment options become available, it will become increasingly important to diagnose dementia early. Dementia may be suspected if memory deficits are exhibited during the medical history and physical examination. Information from the patientʹs family members, friends and caregivers may also point to signs of dementia. Distinguishing among age‐related cognitive decline, mild cognitive impairment and Alzheimerʹs disease may be difficult and requires evaluation of cognitive and functional status. Careful medical evaluation to exclude treatable causes of cognitive impairment is important. Patients with early dementia may benefit from formal neuropsychologic testing to aid in medical and social decision‐making. Follow‐up by the patientʹs family physician is appropriate in most patients. However, a subspecialist may be helpful in the diagnosis and management of patients with dementia with an unusual presentation or following an atypical course.
The prevalence of dementia is expected to increase dramatically in future years as life expectancy continues to increase and the baby‐boomer population ages. The cumulative incidence of Alzheimerʹs disease has been estimated to be as high as 4.7 percent by age 70, 18.2 percent by age 80 and 49.6 percent by age 90.1 Proposed risk factors for dementia include a family history of dementia, previous head injury, lower educational level and female sex.2 Alzheimerʹs disease is the most common cause of dementia; many of the remaining cases of dementia are caused by vascular disease and Lewy body disease. Vascular disease and Lewy body disease often occur in combination with Alzheimerʹs disease.3,4
Clinical Presentation
A practical approach to the diagnosis of dementia begins with the clinical recognition of a progressive decline in memory, a decrease in the patientʹs ability to perform activities of daily living, psychiatric problems, personality changes and problem behaviours. While the clinical presentation of dementia may vary, depending on the aetiology, the diagnostic features are constant.
Signs and Symptoms That May Indicate the Need for Evaluation for Dementia
Cognitive changes New forgetfulness, more trouble understanding spoken and written communication, difficulty findingwords, not knowing common facts such as the name of the current U.S. individual, disorientation Psychiatric symptoms Withdrawal or apathy, depression, suspiciousness, anxiety, insomnia, fearfulness, paranoia, abnormalbeliefs, hallucinations Personality changes Inappropriate friendliness, blunting and disinterest, social withdrawal, excessive flirtatiousness, easyfrustration, explosive spells Problem behaviours Wandering, agitation, noisiness, restlessness, being out of bed at night Changes in day‐to‐day functioning Difficulty driving, getting lost, forgetting recipes when cooking, neglecting self‐care, neglecting household
chores, difficulty handling money, making mistakes at work, trouble with shopping
HISTORY
The early diagnosis of dementia requires careful questioning to elicit clues to the presence of functional and cognitive impairment (Table 3).5 Interviewing friends as well as family members is helpful, because family members may have adopted coping strategies to help the patient with dementia, which sometimes conceal the patientʹs impairment, making early diagnosis difficult. For example, a caregiver may take on additional responsibilities such as shopping and financial management, possibly masking the patientʹs level of impairment.
Symptom Checklist in the Evaluation of Dementia
During the medical history‐taking, questions should be asked about forgetfulness and orientation. Inquiries should also be made regarding activities of daily living, including instrumental activities such as everyday problem solving and handling of business and financial affairs. Independent functioning in community affairs, such as job responsibilities, shopping and participation in volunteer and social groups, should be assessed. Evidence of problems with home activities, hobbies and personal care should also be sought. In the early stages of dementia, the patient may show restricted interest in hobbies and other activities, and may require prompting to maintain personal hygiene.7
A variety of rating scales are available for evaluating cognitive function. Their use may or may not be required in the evaluation of early dementia.
PHYSICAL EXAMINATION AND COGNITIVE TESTING
The findings of the physical examination may suggest an aetiology for dementia. For example, dementia resulting from vascular disease may be accompanied by focal neurologic findings.
Physical examination should include assessment of cognitive domains, including speech (aphasia), motor memory (apraxia), sensory recognition (agnosia) and complex behaviour sequencing (executive functioning). Aphasia may be detected by asking the patient to name body parts or objects in the room. Frequent use of vague terms such as “thing” and “it” may also signify deterioration of language function. An example of a test for apraxia is to ask the patient to pantomime the use of a common object such as a hammer or a toothbrush. Agnosia can be evaluated by first asking the patient to close his or her eyes and then placing an object, such as a key or a coin, in the patientʹs hand and asking the patient to identify it without looking at it. Inability to recognize a common object despite normal sensory function signifies agnosia.
Asking the patient to perform a series of simple tasks is a way to evaluate executive functioning. For example, the patient can be asked to put a piece of paper in his or her right hand, fold it in half and put it on the floor. This task would be difficult for a patient with impairment in the ability to plan, initiate, sequence and monitor complex behaviour. Asking the patient to perform serial subtraction of 7s (backward from 100 to 65), to spell the word “world” backward and to produce verbal word lists, such as names of animals or items in a grocery store, are other ways to test executive functioning and abstract thinking.
Although the Mini‐Mental State Examination (MMSE) is not diagnostic of dementia and does not distinguish well between various confusional states,8 it is useful for assessing cognitive function and documenting subsequent decline (Figure 1). Because judgment and insight are not tested by the MMSE, many clinicians ask additional questions to assess these aspects of cognition. Judgment and insight can be assessed, for example, by asking the patient, “What would you do if you were in a crowded building and smelled smoke?”
The Mini‐Mental State Examination, a useful tool for assessing cognitive function and documenting subsequent decline. Scores of 24 or higher are generally considered normal; see Table 4 for education and age norms.
Differential Diagnosis
If dementia is suspected, a medication review and assessment for chronic disease processes are warranted. If no improvement occurs after appropriate measures are taken to eliminate unnecessary medications and optimize treatment of chronic diseases, physical examination and laboratory tests are recommended to rule out specific treatable causes of dementia. Hearing or vision deficits, hypothyroidism, vitamin B12 deficiency and depression are among the disorders that can cause symptoms of dementia. Such disorders are relatively easy to detect and should be excluded by appropriate laboratory tests, physical examination and psychologic tests. Electrocardiography and chest radiography can sometimes be useful to rule out treatable systemic diseases, although their necessity should be guided by the history and physical examination.
3.4 Know who to tell, and how, if you suspect symptoms associated with dementia Tell:
• Doctor • Nurse • Carer • Family • Appropriate Friends and others, including professionals • Solicitor (if a will is involved) • Person in Charge
4. SUPPORTING ACTIVE PARTICIPATION 4.1 Understand the importance of valuing people for who they are and being non‐judgemental contributes to active participation
• Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than as a passive recipient
ACTIVE PARTICIPATION
The involvement, either by an individual or a group of individuals, in their own governance or other activities, with the purpose of exerting influence.
DEFINITION OF TERMS
• Physical and Mental Activity
Physical Activity includes:
Exercise Sport Leisure Dance Activity Movement
o “any bodily movement produced by skeletal muscles that results in energy expenditure” (Bouchard 1990)
o something you do
DEFINITION OF TERMS
• Older Person
• Age Concern, WHO, sport and recreation bodies traditionally define the older person as a person over the age of 50
• Relative term as there are old 50’s and young 70’s • Self‐identification may be more accurate
WHY IS PHYSICAL AND MENTAL ACTIVITY IMPORTANT?
“A regular programme of moderate exercise is a very appropriate recommendation for almost all older adults. Moreover, there is no known pharmacological remedy that can so safely and effectively reduce a person’s biological age and enhance his or her quality adjusted life expectancy” (Shephard 1997)
• Disease prevention and management and improvements to quality of life • Psychological benefits • Social benefits • Reduction in the complications of immobility • Reduction in costs of health and social care and other services
PHYSICAL AND MENTAL ACTIVITY RECOMMENDATIONS FOR OLDER PEOPLE
• There are no national guidelines in the UK for physical activity specific to older people, but the recommendation for the adult population is to take part in:
“30 minutes of moderate physical activity, on at least five occasions a week” (Department of Health) Evidence also suggests that for the maintenance of independence once or twice a week is satisfactory but should be considered a minimum (Evans 1999 , WHO 1997)
• Intentional or habitual physical and mental activity • A ‘bit at a time’ approach
KEY ISSUES
• Consultation • Activity Choices • Facilities • Safety • Instructors/Leaders • Role Models • Partnership Working
CONSULTATION
• Encourage and value participant contribution • Seek views on a wide range of issues • Involve a wide variety of older people • Use appropriate consultation methods • Follow up consultation with feedback and action • Ongoing consultation and involvement
CONSULTATION METHODS USED
• Utilisation of older adult panel • Focus groups • Face to face interviews • Conference • Peer mentors • Outreach work • Community consultation events • Survey • User groups
Turn listening into action
FACILITIES
• Programmes to promote physical activity will be able to utilise some existing settings and facilities within communities, but there will be a need to be imaginative and develop new ways to reach older people i.e.; care/nursing homes, day care centres, sheltered accommodation, hospitals, garden centres, shopping centres, churches, parks, the home
• Key criteria ‐ is the setting;
o Acceptable to older people? o Accessible to older people? o Affordable for older people? o Sensitive and flexible pricing?
SAFETY
o Facility/venue o Activity o Individual
Older people are more at risk when they are being inactive than when they are being active.
ROLE MODELS/PEER MENTORS
What is the role of the Senior Peer Mentor?
o Point other adults in the right direction o Provide appropriate information about physical activity o Be a positive role model
o Share information about opportunities and benefits of physical activity o Be someone to talk to and share experiences with o Understand their concern from ‘their point of view’
What does a Senior Peer Mentor not do?
• Provide medical advice • ‘Make’ people healthy • Counsel people • Lead or instruct exercise or sport activities
MARKETING & PROMOTION
• Positive images • Appropriate messages • Information in different format/languages • Culturally sensitive • Appropriate channels for communication • Specific informational cues for public places • Involve older people
VALUING PEOPLE GENERAL PRINCIPLES 1. Complement people in some way within the first 30 seconds of your conversation.
When you are meeting someone for the first time, or for the 100th time, it is always nice to be flattering! Notice that the person looks happy or acknowledge a recent accomplishment of theirs; people are always looking for acceptance, make someone feel valued by noting their specialness in the form of a sincere complement!
2. Ask people questions about three key areas: their passions, their projects, and their principles.
Begin a conversation with, ʺI value your opinion about_______(subject ideas: class, school, church) that I am thinking of joining, could you share your thoughts on it with me?ʺ it is a positive way to make someone feel as though you hold their opinions in high regard. It is an intimate look into the person to whom you are speaking. Because the question is open ended you may learn a lot about a topic of interest to you both, as well as a lot about the person!
3. Complement a person about something specific in front of another person.
This one is tricky, be careful not to say, ʺWow I havenʹt seen you in a while, you have lost a lot of weight!ʺ This has happened in my presence before! I was with a new friend who ran into an old friend while we were all at a football game. My poor friend was very embarrassed! Clearly, you can find a nice complement to say to someone that will not mortify them!
4. If you discover a meaningful article or blog post, send a copy to another person with a note describing the benefits you derived from it. We have all been victims of the well‐intentioned forward with the Chicken Soup for the Soul type message. While these are somewhat inspiring the first time you
read them, they get a little old after the 187th one. Why not work to recreate the culture of forwards by forwarding specific information that will truly add value to the person (yes…just one person at a time) you are sending it to. When you forward something meaningful like this, make sure you tell them why you think the other person will find this information helpful.
5. Remember people’s names.
This is a big tip when dealing with people in business. People are very attached to their name! Nothing makes a person feel valued more than knowing they made enough of an impression on you for you to remember their name! It helps in the dating world, too!
6. Remember peopleʹs birthdays, anniversaries, and special occasions. Send them a note on those dates to let them know you are sharing in their celebration.
It doesnʹt matter if a person is 4 or 40, everyone likes to be acknowledged for being born! If you can make a note in your records of someoneʹs birthday and remember to send a card or make a surprise phone call on their special day you will surely make them feel valued! Same goes for life events such as anniversaries and promotions!
7. Strive to be the first to help a person whom you know in need.
Sometimes we can be at the right place, at the right time, for someone who needs our assistance! You know when those moments happen and you act on them, most of the time! Have you ever reached to the top shelf for an elderly lady at the grocery store and graciously smiled when she thanked you? If yes, you most certainly made her feel valued! Keep your eyes and heart open for ways to be helpful in your family and your community. Making another person feel valued will make you feel valued as well!
8. Help people focus on their strengths and assist them in delegating their weaknesses.
Most people buy into the notion that they need to work on their weaknesses. But they will be most valuable in the area of their strengths. If a person is good at organizing, give them responsibilities in that area. Let them use their unique giftedness to accomplish a task in their way. If a person struggles in the area of public speaking, putting them up in front of people may only frustrate them.
People will feel more valuable to an organization or team when they are able to do things that they’re good at. In school, when a parent looks at their student’s report card, their attention seems to be focused on the lower grades. “You have to get those up,” they might say. Unfortunately, many people live with this sense of always having to focus on our weaknesses instead of being recognized for and honing our strengths. While it’s important to get good grades and do your best, no one gets straight A’s in life. There will always be things that we’re better at other things.
9. Comment on someone’s blog or Facebook page with kind words and a recommendation for that person and the work he or she is doing. Social networking sites started off being nothing more than personal diaries. But now they are the personal communication medium of choice amongst younger generations. Use this form of social media to connect with people and encourage them. Leave them a comment or message in their inbox. If you leave a comment, others will see it as well. Plus, everyone likes to get a new comment 1. Complement people in some way within the first 30 seconds of your conversation.
When you are meeting someone for the first time, or for the 100th time, it is always nice to be flattering! Notice that the person looks happy or acknowledge a recent accomplishment of theirs; people are always
looking for acceptance, make someone feel valued by noting their specialness in the form of a sincere complement!
2. Ask people questions about three key areas: their passions, their projects, and their principles.
Begin a conversation with, ʺI value your opinion about_______(subject ideas: class, school, church) that I am thinking of joining, could you share your thoughts on it with me?ʺ it is a positive way to make someone feel as though you hold their opinions in high regard. It is an intimate look into the person to whom you are speaking. Because the question is open ended you may learn a lot about a topic of interest to you both, as well as a lot about the person!
3. Complement a person about something specific in front of another person.
This one is tricky, be careful not to say, ʺWow I havenʹt seen you in a while, you have lost a lot of weight!ʺ This has happened in my presence before! I was with a new friend who ran into an old friend while we were all at a football game. My poor friend was very embarrassed! Clearly, you can find a nice complement to say to someone that will not mortify them!
4. If you discover a meaningful article or blog post, send a copy to another person with a note describing the benefits you derived from it. We have all been victims of the well‐intentioned forward with the Chicken Soup for the Soul type message. While these are somewhat inspiring the first time you
read them, they get a little old after the 187th one. Why not work to recreate the culture of forwards by forwarding specific information that will truly add value to the person (yes…just one person at a time) you are sending it to. When you forward something meaningful like this, make sure you tell them why you think the other person will find this information helpful.
5. Remember people’s names.
This is a big tip when dealing with people in business. People are very attached to their name! Nothing makes a person feel valued more than knowing they made enough of an impression on you for you to remember their name! It helps in the dating world, too!
6. Remember peopleʹs birthdays, anniversaries, and special occasions. Send them a note on those dates to let them know you are sharing in their celebration.
It doesnʹt matter if a person is 4 or 40, everyone likes to be acknowledged for being born! If you can make a note in your records of someoneʹs birthday and remember to send a card or make a surprise phone call on their special day you will surely make them feel valued! Same goes for life events such as anniversaries and promotions!
7. Strive to be the first to help a person whom you know in need.
Sometimes we can be at the right place, at the right time, for someone who needs our assistance! You know when those moments happen and you act on them, most of the time! Have you ever reached to the top shelf for an elderly lady at the grocery store and graciously smiled when she thanked you? If yes, you most certainly made her feel valued! Keep your eyes and heart open for ways to be helpful in your family and your community. Making another person feel valued will make you feel valued as well!
8. Help people focus on their strengths and assist them in delegating their weaknesses.
Most people buy into the notion that they need to work on their weaknesses. But they will be most valuable in the area of their strengths. If a person is good at organizing, give them responsibilities in that area. Let them use their unique giftedness to accomplish a task in their way. If a person struggles in the area of public speaking, putting them up in front of people may only frustrate them.
People will feel more valuable to an organization or team when they are able to do things that they’re good at. In school, when a parent looks at their student’s report card, their attention seems to be focused on the lower grades. “You have to get those up,” they might say. Unfortunately, many people live with this sense of always having to focus on our weaknesses instead of being recognized for and honing our strengths. While it’s important to get good grades and do your best, no one gets straight A’s in life. There will always be things that we’re better at then other things.
9. Comment on someone’s blog or social networking page with kind words and a recommendation for that person and the work he or she is doing. Social networking sites started off being nothing more than personal diaries. But now they are the personal communication medium of choice amongst younger generations. Use this form of social media to connect with people and encourage them. Leave them a comment or message in their inbox. If you leave a comment, others will see it as well. Plus, everyone likes to get a new comment on their social networking site. 10. Send handwritten notes as often as possible. Writing a note out by hand expresses more of a personal touch and a greater investment of time.
I keep thank you notes and other small stationary cards in my car and in my kitchen, this way I can always conveniently jot a note to a special friend! Try to make a habit of making someone aware of their value to you by personally writing a thank you for being you note, in your own unique penmanship!!
Nothing beats a sincere and physical thank you for making a positive impression. Email/online thank you messages just don’t have the impact, the weight, of an actual card or letter. In an age of hundreds of fleeting digital messages and relationships, of faster, faster, faster!, go offline if you really want to make an favourable impression on someone you only know digitally.
11. Offer the unexpected, anonymous gift. Bring coffee to your co‐workers. Arrive to work early and leave a small gift on someoneʹs office chair. Leave a gift card on someoneʹs windshield.
I love this one...balloons are my signature surprise; it is a joyful and very visual way to celebrate someone you value. For a few dollars you could flood someoneʹs office or dorm room with helium balloons and uplift their mood and “value quotient”.
12. Find out what kinds of hobbies people have and send them ideas, brochures, or flyers on that subject.
People are often passionate about their hobbies. What if you discovered a way for them to make money with their hobby? Perhaps they could consult or teach others? Help them figure that out. Show them what other people who have a similar hobby are doing. Is there a trade show or expo coming in the future that would be of benefit to them?
13. Write a song or poem expressing how much someone means to you.
I had a boyfriend in high school that wrote poems for me...he was very creative and sincere...and HOT....I fell for him hard and kept those poems for twenty years! He had me in the palm of his hand! Oh the words he wrote! He made me feel valued like no one else ever had! Writing something to someone you care
about is wonderfully received. If you choose to write love letters ‐ Please be sure not to let it be known that it is your modes operandi. Something is taken away when you find out your special someone is writing sonnets for the whole cheerleading squad! 14. Smile at people. Smile when you talk to them. Smile when you walk by them. Smiles are contagious and free! Some people will wonder what is so funny, or what you are up to! Isnʹt that worth it? You can give a stranger a smile and possibly make their whole day brighter! What have you got to lose? Remember: a smile is free; and your day goes the way of the corners of your mouth!
15. Say ʺhelloʺ to people when you walk by them in stores, malls, street corners, coffee shops.
In the middle of our country everyone greets each other whether or not they know each other, maybe that is another reason that it is called ʺthe HEARTlandʺ! When friends of mine have been in New York or Los Angeles for the first time they always say how cold the people act, no smiles, and no hellos ‐ everyone is just rushing by! Letʹs help to make the world a little warmer by sharing a greeting with each other! Letʹs let everyone we encounter know that we see them and recognize their specialness!
16. Imagine a ʺMake Me Feel Importantʺ sign is hanging around the neck of each person that you meet. Work to treat them that way and they will respond in kind.
Instead of walking around thinking that you have learned it all, and know it all; try going out into the world seeking what others have learned as well. Try leaving your ego at home and treat others as if they can teach you something!
This will convey a sense of openness on your end and will allow the person you are talking with feel valued. 17. Express gratitude for the ways that people specifically add value to your life.
Sometimes our struggle isn’t with giving of ourselves, but being able to receive good when it comes our way. Learn to say thank you from a grateful heart. Showing our appreciation makes the gift giver feel appreciated. Showing gratitude to another offers proof of their value and the significance they bring to the relationship.
18. When you learn something new, decide on which three people you are going to share this new information, idea, or practice with.
Read or listen to someone and you can learn something. But take what you’ve learned and turn around and teach it to someone else and you’ʹ we taken this thing to a whole new level. By passing on new information, ideas, or practices you empower someone else, but you also deepen your own learning.
10. Send handwritten notes as often as possible. Writing a note out by hand expresses more of a personal touch and a greater investment of time.
I keep thank you notes and other small stationary cards in my car and in my kitchen, this way I can always conveniently jot a note to a special friend! Try to make a habit of making someone aware of their value to you by personally writing a thank you for being you note, in your own unique penmanship!!
Nothing beats a sincere and physical thank you for making a positive impression. Email/online thank you messages just don’t have the impact, the weight, of an actual card or letter. In an age of hundreds of fleeting digital messages and relationships, of faster, faster, faster!, go offline if you really want to make an favourable impression on someone you only know digitally.
11. Offer the unexpected, anonymous gift. Bring coffee to your co‐workers. Arrive to work early and leave a small gift on someoneʹs office chair. Leave a gift card on someoneʹs windshield.
I love this one...balloons are my signature surprise; it is a joyful and very visual way to celebrate someone you value. For a few dollars you could flood someoneʹs office or dorm room with helium balloons and uplift their mood and “value quotient”.
12. Find out what kinds of hobbies people have and send them ideas, brochures, or flyers on that subject.
People are often passionate about their hobbies. What if you discovered a way for them to make money with their hobby? Perhaps they could consult or teach others? Help them figure that out. Show them what other people who have a similar hobby are doing. Is there a trade show or expo coming in the future that would be of benefit to them?
13. Write a song or poem expressing how much someone means to you.
I had a boyfriend in high school that wrote poems for me...he was very creative and sincere...and HOT....I fell for him hard and kept those poems for twenty years! He had me in the palm of his hand! Oh the words he wrote! He made me feel valued like no one else ever had! Writing something to someone you care about is wonderfully received. If you choose to write love letters ‐ Please be sure not to let it be known that it is your modes operandi. Something is taken away when you find out your special someone is writing sonnets for the whole cheerleading squad!
14. Smile at people. Smile when you talk to them. Smile when you walk by them. Smiles are contagious and free! Some people will wonder what is so funny, or
what you are up to! Isnʹt that worth it? You can give a stranger a smile and possibly make their whole day brighter! What have you got to lose? Remember: a smile is free; and your day goes the way of the corners of your mouth!
15. Say ʺhelloʺ to people when you walk by them in stores, malls, street corners, coffee shops.
In the middle of our country everyone greets each other whether or not they know each other, maybe that is another reason that it is called ʺthe HEARTlandʺ! When friends of mine have been in New York or Los Angeles for the first time they always say how cold the people act, no smiles, and no hellos ‐ everyone is just rushing by! Letʹs help to make the world a little warmer by sharing a greeting with each other! Letʹs let everyone we encounter know that we see them and recognize their specialness!
16. Imagine a ʺMake Me Feel Importantʺ sign is hanging around the neck of each person that you meet. Work to treat them that way and they will respond in kind.
Instead of walking around thinking that you have learned it all, and know it all; try going out into the world seeking what others have learned as well. Try leaving your ego at home and treat others as if they can teach you something!
This will convey a sense of openness on your end and will allow the person you are talking with feel valued. 17. Express gratitude for the ways that people specifically add value to your life.
Sometimes our struggle isn’t with giving of ourselves, but being able to receive good when it comes our way. Learn to say thank you from a grateful heart. Showing our appreciation makes the gift giver feel
appreciated. Showing gratitude to another offers proof of their value and the significance they bring to the relationship.
18. When you learn something new, decide on which three people you are going to share this new information, idea, or practice with.
Read or listen to someone and you can learn something. But take what you’ve learned and turn around and teach it to someone else and you’ve taken this thing to a whole new level. By passing on new information, ideas, or practices you empower someone else, but you also deepen your own learning. It also
4.2 Know ways of enabling individuals to make informed choices about their lives
Enabling individuals to make informed choices for care homes means:
• person‐centred and relationship centred care and support should be at the heart of the service offered by care homes
• the care home setting is a community, both of itself and within the community in which it is located – individuals and staff can actively seek out opportunities for engagement with the wider community to personalise the services offered
• care home managers need to ensure that existing services respond to identified local needs and look at opportunities to diversify in terms of the services offered
• ensure that staff ‘live and breathe’ a culture that actively promotes personalised services with maximum choice and control for people living in the care home
• individuals should have access to all the information and advice they need to make informed decisions, including advocacy services
• teamwork and effective communication, staff development programmes and robust systems of quality assurance will be important in contributing to positive outcome
• care home managers are well placed to understand the needs of local communities, provide leadership, and work collaboratively with people using services, their families and carers in the design and delivery of services.
The consequences of transformation and change
We can expect that the services provided by care homes will be rather different in the future. It is essential that care homes understand the implications of personalisation and are fully engaged with the processes of change. Here are some aspects that care home managers should consider:
• Do you have a clear understanding of what the needs of the local population are and what strategies are in place from health and social care agencies to meet those needs?
• Does your existing service respond to identified local need or will changes need to be made? • Given the size and facilities of the care home, are there opportunities to diversify in terms of the
services offered? • Does your Statement of Purpose clearly describe services in personalised ways? • Do your individuals have access to all the information and advice they need to make informed
decisions? • Do your individuals have access to advocacy services? • Is the culture and practice in your home enabling and not paternalistic? • Is your complaints procedure clear, easy to understand and responsive? • Commissioning practices will change and this may result in some services being de‐commissioned
and new ones being commissioned. Local Authorities may move away from the use of block contracts with providers as they seek to fund other service arrangements.
• Services for people with dementia in care home settings could increase.
The key is to engage locally with the transformation agenda and to embrace what it has to offer so that new ways of working can be established across the wider health and social care sector.
There are many examples of good practice within care homes which encompass effective leadership (showing that the power balance shifts from the professional to the individual) and person‐centred/relationship‐centred care. Such care homes respect dignity and human rights and seek to actively involve people receiving the service and their carers. In addition, teamwork and effective communication, staff development programmes and robust systems of quality assurance contribute to positive outcomes for individuals.
Ensuring a positive transition into a care home
Brunel Care understands that the transition into a care home can be a traumatic experience, whether it is from the person’s own home, another home or from hospital. In response to recognising this situation, key staff are allocated to individual’s pre‐admission, from the initial point of contact. Each subsequent visit is followed up by the named member(s) of staff. This key worker engages in the assessment. Establishing a relationship is considered key to seeing the individual for who they are. This enables the relationship to evolve and not be rushed or forced. The person moving into the home begins to trust and develop a rapport with the key worker, which then eases the transition, reduces anxiety and actively involves the person at each step, enabling them to make informed choices. Once in the care home, the key workers are on duty in the initial few weeks to continue this transitional work.
Quality of life and personalisation
Many of the issues relevant to personalised services in care homes are being explored through the work of the My Home Life (MHL) programme. Through an extensive literature review the programme has found that quality of life for older people in care homes can be captured by the following themes:
1. Managing transitions 2. Maintaining identity 3. Creating community 4. Shared decision making 5. Improving health and health care 6. Supporting good end of life care 7. Keeping the workforce fit for purpose 8. Promoting a positive culture
The work of the MHL programme in developing resources and a practice network to support care homes has its focus on the quality of life of people living in care homes. However it has become apparent that the personalised care and support necessary to put this into routine practice, means seeing the ‘community’ of a care home consisting of those visiting and working there as well.
Flexibility and diversity
The care home setting is a community, both of itself and within the community in which it is located. People who live in care homes, and the staff who work in them, can actively seek out opportunities for engagement with the wider community to personalise the services offered. New models and ways of working can be developed which complement and respond to the local commissioning strategy. Examples might include:
• access to community resources including information and advice, day services, equipment and variety of health related services
• developing a resource centre model which provides outreach services • re‐ablement services • using space in the home for falls prevention services • respite services offering additional support in the evenings, at night or weekends • specialist services such as dementia care and end of life care.
4.3 Be aware of other ways you might support active participation
• May include assistive technology, e.g. use of electronic or other devices
ASSISTIVE TECHNOLOGY
Dementia can make day‐to‐day life more difficult. Little things like mislaying items in the house, forgetting to turn off the taps or leaving the gas unlit can prove frustrating or even create hazards. This factsheet looks at technological developments that can help make life easier for people with dementia and their carers in certain situations. It also suggests the steps to take if you think that you, or someone you are caring for, could benefit from some of these devices.
What is assistive technology?
The term ʹassistive technologyʹ refers to ʹany device or system that allows an individual to perform a task that they would otherwise be unable to do, or increases the ease and safety with which the task can be performedʹ (Royal Commission on Long Term Care 1999). This includes equipment and devices to help people who have problems with:
• speaking • hearing • eyesight • moving about • memory • cognition (thought processes and understanding).
Assistive technology ranges from very simple tools, such as calendar clocks and touch lamps, to high‐tech solutions such as satellite navigation systems to help find someone who has got lost.
What are the benefits?
Assistive technology can help by:
• increasing independence and choice, both for the person with dementia and those around them • reducing the risk of accidents in and around the home • reducing avoidable entry into Residential and hospital care • reducing the stress on carers, improving their quality of life, and that of the person with dementia.
Finding the right solution
Selecting the right device is not always easy. Sometimes it may be that a non‐technological solution is more appropriate. Different people react differently to different products. One person might find a simple recorded message that plays when they open the front door, reminding them to take their keys helpful, while another person might find this confusing. Before you make a decision, seek as much advice as possible. Whenever you can, involve social services and the personʹs occupational therapist or GP in your
decision, to ensure a tailored solution. If the assistive technology does not meet the individual needs and preferences of the person with dementia, it may be ineffective or even cause distress.
Tips: keep it simple
• Solutions donʹt need to be high‐tech. Simple ideas such as a diary; notebook or notice board can provide a reminder of appointments, important phone numbers and things to do.
• Decide on a permanent place to keep important items such as keys. • Label cupboards or rooms to help you remember where things are.
Ethical considerations
Technologies should enhance and enable independence but they do have the potential to produce less positive outcomes. For example, a device may confuse the person with dementia or, if misused, may be used to replace any human contact they have, or to restrict rather than enhance their freedom of movement.
As with any form of support or care, there are a number of considerations to make when thinking about how a technology may help a person in a particular situation. No one should be coerced into using technology if it is not right for them. The person with dementia must be involved in the decision making and their consent sought and given, where possible.
Where this is not possible, it is vital that those making the decision have the personʹs best interests at heart. The Mental Capacity Act (2005) now provides a legal framework to support decision‐making in cases where a person does not have the capacity to make their own informed decisions
What technology is available?
There are many different technologies that can be adapted to the needs of someone with dementia. You can buy many of these devices independently, but before you do, it is advisable to contact your local authority social services or Supporting People departments (see ʹUseful organisationsʹ), or your occupational therapist or GP. Even if they canʹt offer you the products, you may be eligible for a proper assessment, help in finding the best product, or financial assistance.
Telecare
Telecare is the continuous, automatic and remote monitoring of real‐time emergencies and lifestyle changes over time in order to manage the risks associated with independent living. Sensors around the home are linked via a telephone line to a call centre. The system monitors a personʹs activities and, if a problem occurs, triggers an alarm to a relative, key holder or call centre.
Sensors can be used to detect a range of situations that could indicate a potential hazard, including:
• Floods − Sensors can be fitted on skirting boards or floors in the kitchen or bathroom. If the taps have been left running and cause a flood, the system will shut off the water and raise the alarm.
• Extreme temperatures − Sensors will send a warning signal if the temperature is very low, very high, or if there is a rapid rise in temperature. This can be useful in the kitchen to detect a pan that has boiled dry, for example.
• Scalding baths − A temperature‐responsive plug replaces the standard bath plug and changes colour from blue to bright pink at high temperatures.
• Gas − If someone forgets to turn the gas off, this device will automatically shut off the gas and raise the alarm.
• Falls − Sensors worn on the wrist can detect the impact of a person falling. • Absence from a bed or chair − If a person gets up and doesnʹt return within pre‐set time, or if they
donʹt get up in the morning, a bed or chair occupancy system can raise an alarm. • Getting up in the night − A pressure‐mat sensor is placed by the bed and a sensor activates an
alarm when the person gets up in the night, to alert someone to help them get to the toilet. Similarly, lights with movement sensors can be fitted to switch on if a person gets out of bed or enters a room.
• Leaving the home − The system may be set up to trigger a response if the front door is opened, perhaps during specified times − for example, at night, or if a person does not return in a specified time. The system uses passive infra‐red (PIR) and door contacts, and can help to reduce risk and retain the personʹs independence.
Memory aids
Reminder messages − When a person enters or leaves their home, a personal voice prompt recording can remind them to pick up their keys or lock the front door, for example. The messages can be recorded so that the voice is of someone they know, such as a family member. Messages can also be recorded to remind the person of their daily appointments, to tell them not to go out at night, or to provide reassurance, such as ʹGo back to bed, Mum − itʹs night time.ʹ Door reminders can remind people not to trust bogus callers. This can be useful as people with dementia are often vulnerable to burglary.
Clocks and calendars − Automatic calendar clocks can be helpful for people who forget which day it is. Try to find one that shows the date and day of the week too. Clocks that show whether it is evening or morning can help prevent disorientation, particularly in the light summer evenings.
Medication aids − Dosset boxes are simple boxes for pills, with compartments for particular days of the week and times of day. They help people remember to take their medication at the right time. Simple versions are available from the local chemist. Automatic pill dispensers are also available. When the medication needs to be taken, the dispenser beeps and a small opening allows access to the particular pill at the right time.
Locator devices − These devices can be attached with a key ring or Velcro to items that are often mislaid. If a person wants to find a particular item, they press a colour‐coded button on a radio transmitter and the device with the corresponding colour will beep until the item is picked up. (The only snag is that the transmitter itself may be mislaid!)
Aids for reminiscence and leisure − Multimedia software is available to evoke memories and stimulate conversation, by showing photographs or films, and playing music that is familiar to the person, and videos about how life used to be.
Devices to enable safer walking
Tracking devices use satellite technology to help trace someone who has got lost. A personʹs location can be viewed on a computer or perhaps on a mobile phone. Most devices have the facility for the person carrying the device to press a panic button if they get lost. They have some limitations, but are generally accurate within 50m depending on the location of the user and the geographical area. At the time of writing there are none available on the market, but it is expected that one will be launched soon. There is currently no research available to demonstrate the benefits of these devices to people with dementia.
As with other technologies, there are ethical issues to consider if a person is unable to give their informed consent to carrying (or wearing) this sort of device. For more discussion of these issues, see the Alzheimerʹs Society
Other things to consider are what items the person should carry with them in case they get lost − for example, personal information. There are schemes whereby a person can carry a card with a phone number of a call centre and an ID number. When contacted, the call centre will match the ID with a next of kin, who will be contacted.
Devices to oversee daily activity
It is possible to install sensors to monitor a personʹs activity in their own home over a period of time. This can sometimes help relatives or community services get a better idea of a personʹs activity during the day and night. A system such as this can allay fears that the person with dementia is not managing well, and may help those around them to step back and not take over unless it is absolutely necessary.
Mobility aids
Other problems associated with dementia include mobility problems, incontinence and difficulties with sight or hearing. For information about mobility aids, continence devices and pressure relief mattresses and cushions,
Is assistive technology for you?
Assistive technology can make a huge difference to the lives of people with dementia and their carers. But it is not always the answer. Some people might find that the very presence of the equipment reminds them about their memory problems, which can cause distress. Some technological solutions may be unnecessarily complex or expensive, and small changes in daily activities may be enough to overcome a problem. Finally, it goes without saying that assistive technology can only be effective when combined with good care.
Tips: is the product fit for the job?
Dementia can sometimes make people wary of trying new things, adapting to changing situations or learning new skills, so itʹs important to find a product that really suits their situation, and their likes and dislikes. To overcome this difficulty, you may find it helpful to do the following:
• Aim to find solutions that can be integrated into the personʹs normal routine without being noticed, or with the minimum disruption.
• Involve the person in decisions about which product or solution to use, and take their opinions on board.
• There is a higher chance of success if you can introduce assistive technology when the dementia is still at an early stage, so that the person can gradually get used to the new way of doing things.
4.4 Know the importance of enabling individuals to develop skills in self care and to maintain their own social and community networks
• See Common Core Principles to Support Self Care, principle 6 ‐ www.skillsforcare.org.uk/selfcare
Common core principles to support self care
The ambition of ʹPutting People Firstʹ is to enable people to live their own lives as they wish, confident that services are of high quality and safe, and respect independence well‐being, choice and dignity. Supporting self care is part of making this happen.
Skills for Care has worked in partnership with Skills for Health to develop a set Common Core Principles for Self Care. The purpose of the principles is to enable organisations and all those who work in health and social care, whether as commissioners, service provider or educators to make personalised services a reality. Consistent with the personalisation agenda they put people at the centre of the planning process, and recognise that they are best placed to understand their own needs and how to meet them. The principles can be implemented through service delivery, appraisal, supervision, and training and development planning.
There are seven principles which are underpinned by an explicit value base: Principle 1 Ensure individuals are able to make informed choices to manage their self care needs Principle 2 Communicate effectively to enable individuals to assess their needs, and develop and gain confidence to self care Principle 3 Support and enable individuals to access appropriate information to manage their self care needs Principle 4 Support and enable individuals to develop skills in self care Principle 5 Support and enable individuals to use technology to support self care Principle 6 Advise individuals how to access support networks and participate in the planning, development and evaluation of services Principle 7 Support and enable risk management and risk taking to maximise independence and choice. The principles are described in terms of competence, the context in which it lies, the expected behaviours and underpinning knowledge. The principles support the radical reform of health and social care services that is needed to meet the government’s aspiration to put people first and achieve world class service across all public services. They are of importance to commissioners, employers (including those who employ their own care staff), leaders and managers, people working in health and social care, and education and training: ‐ Commissioning is at the heart of developing services that are fair, personalised, effective and safe, and focused on improving the quality of care.
o Employers, including people who employ their own staff, can use the principles to ensure care is person‐focused and promotes health and well‐being.
o Leaders and managers are responsible to their organisation, their staff and, most importantly, the people who use their services and the wider community, for ensuring the highest standards of care are achieved. This includes meeting expectations for personalised services which respect dignity, promote independence and offer maximum choice and control for people who use services.
o Supporting individual empowerment and self care may require workers at every level to work in different ways. The Common Core Principles provide a framework to support practice development.
o The ‘Common Core Principles to Support Self Care’ should be an integral part of all education and training for staff working in or aspiring to work in health or social care, including vocational qualifications, professional education, induction and continuing professional development
5. SUPPORTING AN INDIVIDUAL’S RIGHTS TO MAKE CHOICES 5.1 Be aware of ways of enabling an individual to make informed choices Information for informed choices In order to make an informed choice, one needs to build up a picture of the available options and compare the advantages and disadvantages of each. It has long been recognised that not enough is known about what information people want or could reasonably use in making choices (Ovretveit 1996). Simply increasing people’s opportunities to make choices is meaningless unless the options are accompanied by accessible Informed choices means carers and individuals are able to:
• establish a supportive relationship with the individual, and agree with them the roles and responsibilities of their carers
• communicate with individuals and their carers in an appropriate manner, and encourage them to seek clarification of any procedures, information, and advice relevant to them
• obtain the informed consent of individuals for the actions undertaken on their behalf, and agree the information which may be passed to others
• comply with all the relevant legal, professional, and organisational requirements and guidelines
• provide individuals and their carers with relevant information on their health and well‐being
• enable individuals and their carers to discuss their needs, preferences, and concerns about their health and well‐being
• explain clearly to individuals and their carers the options that are realistically available to them for addressing their needs
• enable and support older people to make informed choices about their health and well‐being
• produce records and reports that are clear, comprehensive, and accurate, and maintain the security and confidentiality of information.
• acknowledge and respect the decisions made by older people concerning their health and well‐being
• recognise the rights of older people to make their own decisions in the context of their needs
• identify and explain any benefits and risks arising from their decisions, and offer guidance about how these could be addressed
• determine and review with the older person and their carers the level of support they need to act on their own decisions
• provide opportunities that encourage older people to assert themselves
enable older people to take responsibility for actions arising from the decisions they make
• provide information and assistance to help older people and their carers access the services and resources that they require to implement their decisions
• encourage and support older people to review and evaluate their choices and decisions.
5.2 Understand how you can use agreed risk assessment processes to support the right to make choices
Risk assessment is the determination of the possibility of accident or danger in relation to a given situation or any existing recognised threat. However, risk assessments should not be focused simply on keeping individuals safe at all costs; they should be person‐centred and promote independence, choice and autonomy. They should also be reviewed regularly, and all members of staff should have a clear understanding of the risk assessment process. In an effective risk management system, findings from risk assessments are acted upon and the organisation continually improves its health and safety systems while ensuring quality outcomes for individuals. Risk assessment is nothing new in the sense that we all assess risks every day, e.g. when deciding to overtake a lorry or when ordering a strange sounding meal at your local Indian restaurant! However, risk assessment has more of a formality to it. The purpose of a risk assessment is to help the carer and individual determine what measures should be taken to avoid harm ‐ its as simple as that.
Then systematically work your way through the list. There are no fixed rules as to how a risk assessment should be undertaken, although it should:
Identify the risk;
• Assess the risk from the hazards; • Identify the existing control measures and the extent to which they control the risks; • Put in place any further measures that may be necessary; • Record, if necessary; • Review, if circumstances change.
Risk assessment and choice should not be a mechanism for risk avoidance, there are risks all around us and it would be impossible to live appropriately if individuals were not able to tale informed risks to enable them to live a reasonable life, therefore the risk should be balanced by the benefits in such areas as:
• personal care • diet and weight • sight, hearing and communication; • oral health; • foot care; • mobility and dexterity; • history of falls; • continence; • medication usage; • mental state and cognition; • social interests, hobbies, religious and cultural needs; • personal safety and risk; • carer and family involvement and other social contacts/relationships.
5.3 Know why your personal views should not be allowed to influence an individual’s choices
• You must treat your individuals with respect, whatever their life choices and beliefs. • You must not unfairly discriminate against individuals by allowing your personal views to affect
adversely your professional relationship with them or the treatment you provide or arrange
• If carrying out a particular procedure or giving advice about it conflicts with your religious or moral beliefs, and this conflict might affect the treatment you must inform your manager without delay.
• You must not express to your individuals your personal beliefs, including political, religious or moral beliefs, in ways that exploit their vulnerability or that are likely to cause them distress
• You must make the care of your individual your first concern
Personal beliefs and the carer‐individual relationship
Personal beliefs and values, and cultural and religious practices are central to the lives of carers and individuals.
Individualsʹ personal beliefs may be fundamental to their sense of well‐being and could help them to cope with pain or other negative aspects of illness or treatment. They may also lead individuals to ask for procedures which others may not feel are in their best interests, or to refuse treatment which is.
All carers have personal beliefs which affect their day‐to‐day practice. Some carersʹ personal beliefs may give rise to concerns about carrying out or recommending particular actions for individuals.
This guidance explores the ways we expect carers to approach some of the issues arising from their own personal beliefs and those of their individuals. It attempts to balance carersʹ and individualsʹ rights ‐ including the right to freedom of thought, conscience and religion, and the entitlement to care and treatment to meet care needs ‐ and advises on what to do when those rights conflict.
Individualsʹ personal beliefs
Trust and good communication are essential components of the carer‐individual relationship. Individuals may find it difficult to trust you and talk openly and honestly with you if they feel you are judging them on the basis of their religion, culture, values, political beliefs or other non‐medical factors. For some individuals, acknowledging their beliefs or religious practices may be an important aspect of a holistic approach to their care. Discussing personal beliefs may, when approached sensitively, help you to work in partnership with individuals to address their particular treatment needs. You must respect individualsʹ right to hold religious or other beliefs and should take those beliefs into account where they may be relevant to treatment options. However, if individuals do not wish to discuss their personal beliefs with you, you must respect their wishes.
Examples of situations where individualsʹ personal beliefs may affect care
Refusal of blood products by Jehovahʹs Witnesses
Many Jehovahʹs Witnesses have strong objections to the use of blood and blood products, and may refuse them1, even if there is a possibility that they may die as a result.
You should not make assumptions about the decisions that a Jehovahʹs Witness individual might make about treatment with blood or blood products. You should ask for and respect their views and answer their questions honestly and to the best of your ability. You must seek guidance and inform others who may have an interest in this situation such as your managers, it will be their decision to inform others as appropriate.
Many people within the Jewish and Islamic faiths consider male circumcision to be essential to the practice of their religion; they would regard any restriction or ban on male circumcision as an infringement of a fundamental human right. Others, including those who campaign against the practice of male
circumcision, strongly believe that, because circumcision carries risks, it is wrong to perform the procedure on children who are not old enough to give informed consent, unless it is undertaken to address a specific clinical condition.
Carersʹ personal beliefs
Your first duty as a carer is to make the care of your individual your first concern. Individuals are entitled to expect that you will offer them good quality care based on your clinical knowledge and professional judgement.
You must not allow any personal views that you hold about individuals to prejudice your assessment of their care needs or delay or restrict their access to care. This includes your view about a individualʹs age, colour, culture, disability, ethnic or national origin, gender, lifestyle, marital or parental status, race, religion or beliefs, sex, sexual orientation, or social or economic status.
You should not discuss your personal beliefs with individuals unless those beliefs are directly relevant to the individualʹs care. You must not impose your beliefs on individuals, or cause distress by the inappropriate or insensitive expression of religious, political or other beliefs or views. Equally, you must not put pressure on individuals to discuss or justify their beliefs (or the absence of them).
Individuals have a right to information about their condition and the options available to them. You must not withhold information about the existence of a procedure or treatment because carrying it out or giving advice about it conflicts with your religious or moral beliefs.
You must be open with individuals ‐ both in person and in printed materials such as practice leaflets ‐ about any treatments or procedures which you choose not to provide or arrange because of a conscientious objection, but which are not otherwise prohibited.
If your post involves arranging treatment or carrying out procedures to which you have a conscientious objection, you should explain your concerns to your employer or contracting body. You should explore constructively with them how to resolve the difficulty without compromising individual care, and without placing an unreasonable burden on colleagues.
You have an overriding duty to provide care for individuals who are in need of medical treatment, whatever the cause of that care need. It is not acceptable to seek to opt out of treating a particular individual or group of individuals because of your personal beliefs or views about them.
5.4 Be aware that there may be occasions you may need to support an individual to question or challenge decisions concerning them that are made by others Reasons for need to support an individual to question or challenge decisions include:
• Types of discrimination & likely effects on clients health & well being if they are discriminated against
• When policies, codes of conduct & legislation do not promote & benefit clients rights & confidentiality
• When clients rights can be promoted & respected • An understanding that the principles & practical ways non discriminatory practice are not carried
out in care settings • When organisations do not support their clients • Decisions that make clients vulnerable • Ethical dilemmas
A carer may need to support an individual to question or challenge decisions due to: Clients Needs:
• Physical ( body) –Basics ( food warmth, shelter) , Protection, Medication • Intellectual ( Mind)‐ Education, Stimulation • Emotional ( feelings)‐ Support, love, respect • Social ( people)‐ friends, mixing with others, seeing friends & family, translators, • Cultural‐Ethnicity, religion, festivals, dress, language, diet, prayer times, community magazines
Clients may also be so vulnerable
• They may be ill, sick frail, homeless, confused or deprived • Health & Social carers are in positions of power i.e. they can give & remove treatments or help. • H&SC workers often have more knowledge than the clients • The carers often know clients private details • Decisions carers make can have significant implications for clients ( live or die, child into care etc) • They may be alone (e.g. elders) • English may not be their first language
Types of discrimination & likely effects on clients health & well being if they are discriminated against Types of Discrimination & examples Direct‐ Very open & obvious method of disadvantaging a person or group of people e.g. name calling, refusing to employ someone, physical abuse
Indirect‐ Subtle ways of disadvantaging someone or a group e.g. not providing wheelchair access or selecting people from certain housing areas for jobs. Devaluing, making assumptions, no staff from ethnic groups, no male staff in care setting, no arrangements for different religions not supplying information in ethnic languages common in the locality etc.
Victimisation‐ This can occur when a worker or someone tells that discrimination is happening and then others make their lives difficult
Positive Discrimination‐ This is when an organization or individual attempts to address inequalities by deliberately giving additional resources or rights to discriminate in a disadvantaged groups favour. Examples might include women only short lists, inviting people from ethnic groups to apply when ethic groups are underrepresented (e.g., BBC), appointing women teachers to teach in a school for Muslim girls.
Effects of discrimination on clients health & well being
• Poor social & economic status which can mean low incomes so poorer quality food, lack of access to medication, leisure facilities ( physical health)
• Constant discrimination can lead to Stress which can lead to depression, loss of weight, illness, confusion etc
• Low self esteem which can lead to physical illness & mental illness • Feelings of not belonging or undervalued which can also lead to low self esteem, depression etc • Person can feel anxious‐ threat of violence etc
• Person might be refused treatment e.g. Heart & smokers, old age & kidney replacement which could lead to death & poor quality life
Be aware they may ask you to discuss PIES
• Physical Consequences‐ (relating to the body) such as bruising or injury ‐ , • Social Consequences‐ ( relating to relationships) such as social isolation, loss of a job, Ethnic
violence, ghetto creation, less able to make friends • Emotional Effects‐ ( relating to how a person sees themselves) – self esteem, confidence, value,
depression, self image, anger, upset, self worth • Intellectual Effects‐( relating to the mind, education)
SOCIAL EXCLUSION‐ This is a term used to describe what can happen when people or areas suffer from a combination of linked problems such as unemployment, poor skills, low incomes, poor housing, high crime environment, bad health, poverty & family breakdown which can lead to some people not participating fully in the life of the community. GLASS CEILING‐ A term used to describe inequalities in opportunities for promotion at work where members of disadvantaged groups (Ethnic, women, gay) can see other people getting promotion but cannot seem to move upwards themselves
Anti Discriminatory practice is not just about written policies. It is about positive demonstrable behaviour. Carers should have a thorough understanding of the needs & feelings of clients who differ from themselves & could be communicated by interpersonal interaction.
6. PROMOTING SPIRITUAL AND EMOTIONAL WELL‐BEING 6.1 Be aware of how individual identity and self esteem are linked with spiritual and emotional wellbeing
Well‐being can be defined in terms of an individualʹs physical, mental, social, and environmental status with each aspect interacting with the other and each having differing levels of importance and impact according to each individual. A change in the different aspects of well‐being of an individual may be reflected in an alteration of behaviour or the performance of a task or activity. Although the current research environment has emphasized the importance of well‐being, little emphasis has been placed on this concept from the individualʹs point of view or perspective. The definition of well‐being is usually assumed or lacking in clarity with similar terms used interchangeably. Well‐being has been measured in research using various scales, which may not capture the complexity of the concept. This integrative review clearly indicates the need to explore how individuals define and conceptualize health and wellness and to discover what they perceive to be the major facilitators and barriers to health and wellness for themselves and other individuals living with disability.
Individual identity and self esteem are linked with spiritual and emotional wellbeing are based on
• Individual characteristics of people such as functional ability and physical and mental health. • Physical environmental factors including facilities, amenities, and housing standards. • Social factors such as family and social networks. • Living environment including household status, household conditions, and neighbourhood. • Socioeconomic factors including income, standard of living, and ethnicity. • Personal autonomy factors such as ability to make choices and control. • Subjective satisfaction on the personʹs evaluation of their quality of life. • Psychological health such as psychological well‐being, morale, and happiness. • Activities such as hobbies, leisure, and social participation.
• Life changes such as traumatic or disruptive events or lack of change. • Care including expectations, amount, and kind of support.
Activities the person actually does and relates to lifestyle, social interaction, personal goals, and self‐esteem. Lifestyle includes the everyday activities of daily living (ADL) which includes the tasks that a person needs to do to live independently. Social interaction has an emphasis on interaction in the home or the world outside of the home. Personal goals refer to those activities important to the individual such as hobbies and leisure activities. Personal appearance and grooming also impact the personʹs self‐identity and self‐esteem.
Experience refers to the subjective interpretation of situations that provide personal significance. The significance of activities is directly related to subjective perception.
Psychological well‐being is not solely the absence of mental disorder. It is the state in which the individual can fulfil an active role in society, interacting appropriately with others, and overcoming difficulties without major distress or disturbances in behaviour. The impact of poor well‐being can have devastating consequences for health and quality of life. Emotional well‐being is an individualʹs avowed feelings toward and emotional reactions to their lives. It is often measured as the evaluation of happiness and satisfaction with life or as the subjective report of the frequency of positive and negative affects over a time period.
CONCEPT REVIEW
The concept of well‐being focuses on self‐responsibility, stress management, and the impact of cultural, social, and the physical environment. With the differentiation of wellness from illness and health on the health‐illness‐wellness continuum model and current focus on the wellness model, groundwork has been laid for increased awareness of health promotion activities. Several potential perceived barriers to health promotion activities designed to increase individual well‐being can be categorized as individual or structural and include social or environmental factors, time constraints, physical inaccessibility, transportation problems, and inability to pay.
WELL‐BEING IN THE ELDER POPULATION
Well‐being is thus an important concept in the philosophy underpinning social support and the clinical practice on which it is built. It is important for those individuals that are part of the social support network addressing the needs of the elderly population to consider what understandings of well‐being are in play in the way that they construct their practice and explore whether there is congruence between understandings of well‐being held by health practitioners and the clients with whom they deal. If the concept is not well understood and incongruence exists, then well‐being may be an elusive goal of clinical practice. Healthcare professionals need to be clear about what well‐being is, before they can effectively enable their clients to work toward it. Furthermore, given the increasing numbers of elder individuals, it is even more imperative to understand what well‐being is for older people.
6.2 Be aware of attitudes and approaches that are likely to promote spiritual and emotional well‐being A definition of well‐being includes living in a state of optimal well‐being. The opposite of living with chronic stress. While well‐being means a lack of illness and disease.
Living a lifestyle that nurtures wellness helps prevent distress, or negative stress.
And managing stress requires a conscious effort to maintain a balanced lifestyle of relaxation, using good coping strategies, gaining skills for effective communication, and altering behaviours to have a happier and healthier life.
Attitudes and approaches that are likely to promote spiritual and emotional well‐being incorporates
• having maximum energy to enjoy life • a feeling of happiness and contentment every day • continuing to develop individual knowledge and abilities • having supportive and satisfying relationships • having a low element of risk towards illness • a commitment to being the best person you can be
Total wellbeing is achieved only when individuals are healthy in all areas. The mind, body and soul are in a state of balance, and are whole person.
To define wellbeing, we need to include all aspects of wellness and health.
Here are some more additions to the definition of wellness:
• Intellectual well‐being ‐ Wellness includes being aware of beliefs, attitudes and thoughts that affect the lifestyle. Considering emotional baggage and taking action to heal that which interfere with wellness living. Have good decision making skills which ensure a healthy attitude is maintained.
• Emotional well‐being ‐ Emotional intelligence is being aware of your emotions and the ability to maintain in control of them. Being able to change a negative emotion to conscious awareness and problem solving techniques to better resolve conflicts.
• Social wellness ‐ A supportive social group help support a wellness lifestyle. Actively involving empathy and active listening skills while enjoying nurturing friendships offer a state of happiness to support wellness.
• Spiritual well‐being ‐ Having a sense of spirituality and connection with healthy morals and values for better living. Having an understanding of personal values and purpose.
• Physical well‐being ‐ Stay focused on taking care of one’s body with proper nutrition, exercise, adequate sleep, avoiding abusive habits such as alcohol, drugs, tobacco, etc. Take time for regular relaxation to help the body and mind unwind.
What is the Meaning of Well‐being? Benefits of a Healthy Lifestyle
Here’s why it is important to have good physical and mental health care:
• Energy ‐ Continue regular practices and attitudes to maintain your energy levels. Wellness means feeling energetic, rather than heaviness and fatigue.
• Anti Aging ‐ The impact of long term stress ages our bodies We experience early aging with signs of early hair loss, memory problems, slower digestion, etc. Maintaining a wellness lifestyle is the perfect anti aging technique. A healthy and balanced lifestyle keeps youth.
• Health – A wellness lifestyle nurtures bodies and keeps immune systems functioning optimally. Individuals are at a less risk of illness and disease, which includes cardiovascular disorders and cancer.
• Clear Mind – When individuals are living in a state of health and happiness you have a clear mind to complete daily tasks. They will feel less ‘stressed’ about situations and handle them with ease.
• Reducing Stress Headaches & Migraines ‐ When individuals are experiencing high levels of stress it puts a lot of pressure on their body. When focusing on living a lifestyle that promotes wellness, headaches etc. may become a thing of the past.
6.3 Know how to support an individual in a way that promotes a sense of identity and self esteem Identity and self esteem are complex but important concepts that means different things to different people, in terms of autonomy, privacy, self respect, identity and sense of self and value. It can be defined as: ‘A state, quality or manner worthy of esteem or respect and (by extension) self respect. Identity and self esteem in care, therefore means the kind of care, in any setting which supports and promotes and doesn’t undermine a person’s self respect regardless of any difference.’ Above all older people want to be treated as somebody, a whole person, not just a diagnosis. They wish to be listened to and given enough time to talk and express themselves. Identity and self esteem characteristics It’s difficult to strike a balance between preserving privacy and avoiding silent isolation, to acknowledge the need for support and care but avoid overprotection. In putting people at the heart of care, they can make choices about their lives, what is important to them and how they like their care delivered. Identity and self esteem is dependent on the interaction between an internal sense of identity and the external experience of the person in how they’re treated by others and it’s a two‐way process respecting the intrinsic worth of an individual, whatever their circumstances. Protecting identity and self esteem Identity and self esteem is protected by individual resilience and autonomy, person‐centred care and its values that permeate throughout the structures and processes of the care home and the right to be treated the same regardless of age. In the same way, identity and self esteem is hindered by age discrimination, demeaning language, behaviour or a lack of involvement in decision‐making in daily living and how care is delivered. To protect identity and self esteem it is important to involve everyone with the process including all carers, individuals and their relatives. To close the gaps between individuals’ wishes and experiences a whole system approach is required involving these key players in the relationship triangle. Identity and self esteem Challenge Having respect for identity and self esteem throughout the organisation and care and support free from any physical, psychological, emotional, financial, sexual abuse, neglect or ageism.
• Find out how individuals are valued as a central part of your philosophy of care. • Find out how policies and procedures can vigilantly uphold identity and self esteem. • Find out whether measures are in place to protect confidential reporting and protection of
vulnerable adults. • Supporting people with the same respect you would want for yourself or a member of your family. • This requires carers to use a courteous and considerate manner with individuals. • Give carers enough time to build relationships, • Encourage carers to work with the individual rather than do for them, working at their pace. • Ensure policies and procedures emphasise the centrality of person‐centred practice.
• Help carers to see things from the individuals perspective and understand what they can do to ensure people don’t feel lonely or are left in pain.
• Treating each person as an individual means offering a personalised service. • Enable carers to take time to get to know individuals including how they like to be known or
receive support. • Ensure policies reflect a whole person approach and respect the individual, provide holistic
support, acknowledge preferences and challenge discrimination, support human rights, promote equity and encourage respect for individual needs, preferences and choices.
• Enabling people to maintain the maximum possible level of independence, choice and control. • Help individuals to contribute to the daily life of the care home, as well as receive care. • Enable them to become involved in decision making about their personal care and how this is then
negotiated and agreed. • Ensure that carers are enabled to deliver care and support at the pace of an individual and that they
avoid making assumptions about people without consulting them. • Risk assessments should be negotiated, with the individual wherever possible, and not be risk
averse. • Have mechanisms in place that enable older people to have ample opportunity to influence
decisions regarding policies and practices in the home. • Listen and support people to express their needs and wants. • Provide information in a way that enables a person to reach agreement in the care planning process
and exercise their rights to consent to care and treatment. • Actively encourage openness and participation. • Offer support or advocacy to those with communication difficulties. • These included maintaining identity and self‐esteem, feeling useful and contributing to the
community. Ten challenges were then developed for care homes, and other care providers to address. Family Carers
6.3 Know how to contribute to an environment that promotes spiritual and emotional well‐being To contribute to an environment that promotes spiritual and emotional well‐being, carers need to:
• ensure that management and practice within Carers provision supports people’s social, emotional, cultural, spiritual and intellectual well being and complies with legislation, regulation, inspection and organisational requirements
Carers review policies and audit practice to ensure people are supported to achieve positive outcomes in relation to their social, emotional, cultural, spiritual and intellectual well being Carers evaluate and take appropriate action where workers feel they require extra support to deal with complex needs and situations that arise when promoting people’s social, emotional, cultural, spiritual and intellectual well being Carers act as a role model and encourage workers to do the same when promoting people’s social, emotional, cultural, spiritual and intellectual well being Carers implement systems, practice and procedures to:
• promote positive outcomes for people’s social, emotional, cultural, spiritual and intellectual well being
• enable people to develop and maintain their individual identity
Carers manage and support workers to develop skills and approaches to work with people to promote the development of positive, secure and healthy attachments and relationships Carers manage and ensure workers are trained and competent to work with the impact of mental health issues on people Carers support workers to deal with:
• impact of major life events of people • behaviour that may be detrimental to self and others • behaviour that is illegal
Carers review policies and audit practice to ensure people are supported to achieve positive outcomes in relation to their health Carers implement systems, practice and procedures to promote positive outcomes for people’s health Carers ensure that workers are appropriately trained, skilled and spend sufficient time interacting with and observing people to identify signs and symptoms of:
• deterioration and/or changes in people’s physical health • deterioration in, or loss of, relationships that support their well being and a positive identity • mental health issues • adverse effects from medication
Carers ensure that:
• regulation, inspection requirements, policies, plans and procedures for promoting healthy living and meeting the health needs of people are adhered to
• workers carrying out health‐related practices are trained and competent to do so • records regarding a person’s health, their medication and health interventions are correct, up‐to‐
date and regularly monitored
Carers listen to and take prompt and appropriate action when feedback regarding any issues about the physical and mental health of people are raised Farers ensure that people are given opportunities to discuss health issues with appropriate individuals and to access external health resources Carers ensure that appropriate professionals are called to assess the physical and mental health needs of people where concerns have been raised Carers take appropriate action and deal with any conflicts that may arise when a person’s health related issues are outside the competence of the provision and its workers
STANDARD 8. HEALTH & SAFETY IN AN ADULT SOCIAL CARE SETTING 1. ROLES AND RESPONSIBILITIES RELATING TO HEALTH AND SAFETY IN THE WORK SETTING/SITUATION. 1.1 Be aware of key legislation relating to health and safety in your work setting/situation
• Work setting may include one specific location or a range of locations, depending on the context of a particular work role
THE SIX PACK
Article 118A of the Treaty of Rome requires Member States to
ʺPay particular attention to encouraging improvements, especially in the working environment, as regards the Health & Safety of workers.ʺ
The European Parliament issues Directives on all legislation, including Health & Safety. 1989 saw six Health & Safety Directives issued. They had to be applied as law by each of the Member countries. By authority given to the Secretary of Sate these Directives became Regulations enforceable from January 1st 1993. Table 1 shows the Regulations and also illustrates the fact that the Health & Safety at Work etc Act is the ʺparentʺ of all UK Health & Safety legislation All workers have a right to work in places where risks to their health and safety are properly controlled. Health and safety is about stopping you getting hurt at work or ill through work. Your employer is responsible for health and safety, but you must help.
The European Parliament issues Directives on all legislation, including Health & Safety. 1989 saw six Health & Safety Directives issued. They had to be applied as law by each of the Member countries. By authority given to the Secretary of Sate these Directives became Regulations enforceable from January 1st 1993. Table 1 shows the Regulations and also illustrates the fact that the Health & Safety at Work etc Act is the ʺparentʺ of all UK Health & Safety legislation.
Table 1: UK Health & Safety legislation
Workplace (Health, Safety and Welfare)
Management of Health & Safety
at Work Regulations
1.2 Understand the main points of the health and safety agreed ways of working in your work setting
• Agreed ways of working include policies and procedures where these exist; they may be less formally documented among micro‐employers and the self employed
What employers must do for you
• Decide what could harm you in your job and the precautions to stop it. This is part of risk assessment. This is a web‐friendly
• In a way you can understand, explain how risks will be controlled and tell you version of pocket card who is responsible for this. ISBN 978 0 7176 6350 7,
• 3 Consult and work with you and your health and safety representatives in published 04/09 protecting everyone from harm in the workplace.
• Free of charge, give you the health and safety training you need to do your job. • Free of charge, provide you with any equipment and protective clothing you need, and ensure it is
properly looked after. • Provide toilets, washing facilities and drinking water. • Provide adequate first‐aid facilities. • Report injuries, diseases and dangerous incidents at work to our Incident Contact Centre: 0845 300
9923 • Have insurance that covers you in case you get hurt at work or ill through work. Display a hard
copy or electronic copy of the current insurance certificate where you can easily read it. • Work with any other employers or contractors sharing the workplace or providing employees (such
as agency workers), so that everyone’s health and safety is protected.
What you must do
• Follow the training you have received when using any work items your employer has given you
Health & Safety (Display Screen
Equipment) Regulations
1992.
Provision & Use of Work Equipment
Regulations (PUWER) 1998
Manual Handling
Operations Regulations
• Take reasonable care of your own and other people’s health and safety. • o‐operate with your employer on health and safety. • Tell someone (your employer, supervisor, or health and safety representative) if you think the work
or inadequate precautions are putting anyone’s health and safety at serious risk. 1.2 Know the main health and safety responsibilities of:
• Health and safety could be in relation to own personal safety, other colleagues or individuals you support
a) You
Health and safety responsibilities of employees
All employees are entitled to work in environments where risks to their health and safety are properly controlled.
Employeesʹ rights and responsibilities
Employees have responsibilities to take reasonable care of themselves and other people affected by their work, and to co‐operate with their employers in meeting their legal obligations.
Employeesʹ right to raise a concern about health and safety in the workplace
Employers have responsibility for their employeesʹ health and safety. If an employee has a specific query about health and safety issues in the workplace, they should speak with their line manager, safety representative or trade union representative.
If an employee thinks you are exposing them or others (including members of the public) to risks, or are not carrying out your legal duties, and have pointed this out without getting a satisfactory response, they could ʹblow the whistleʹ by contacting the HSE
b) your manager
Under the law employers are responsible for health and safety management.
It is an employerʹs duty to protect the health, safety and welfare of their employees, and other people who might be affected by their business. Your employer must do whatever is reasonably practicable to achieve this.
This means making sure employees and others are protected from anything that may cause harm, effectively controlling any risks to injury or health that could arise in the workplace.
Employers has duties under health and safety law to assess risks in the workplace. Risk assessments should be carried out that address all risks that might cause harm in your workplace.
Employers must give employees information about the risks in your workplace and how you are protected and instruct and train you on how to deal with the risks.
Employers must consult employees on health and safety issues, either directly or through a safety representative that is either elected by the workforce or appointed by a trade union.
If employees have specific queries on health and safety issues in your workplace, first ask their manager. The safety representative or trade union representative may also be able to help, where they exist.
If an employee thinks the employer is exposing them to risks or is not carrying out their legal duty in regards to health and safety, and they have pointed this out to them without getting a satisfactory response, they can contact the Health and Safety Executive in strictest confidence.
c) the individuals you support Safe Working Practices The health, safety and welfare of individuals and staff are promoted and protected. The registered manager ensures so far as is reasonably practicable the health, safety and welfare of individuals and staff. The registered manager ensures safe working practices including: ∙ moving and handling: use of techniques for moving people and objects that avoid injury to services users or staff;
• fire safety: understanding and implementation of appropriate fire procedures; • first aid: knowledge of how to deal with accidents and health emergencies; • provision of a first aid box and a qualified first aider at all times; and recording of
all cases; • food hygiene: correct storage and preparation of food to avoid food poisoning,
including labelling and dating of stored food; • infection control: understanding and practice of measures to prevent spread of
infection and communicable diseases. The registered manager ensures the health and safety of individuals and staff including:
• safe storage and disposal of hazardous substances; • regular servicing of boilers and central heating systems under contract by competent
persons (Gas Safe) (maintenance of electrical systems and electrical equipment; • regulation of water temperature, and design solutions to control: • risk of Legionella, • risks from hot water/surfaces (i.e. temperature close to 43oC); • provision and maintenance of window restrictors, based on assessment of
vulnerability of and risk to individuals. • maintenance of a safe environment including kitchen equipment and laundry
machinery; outdoor steps and pathways; gardening equipment; • security of the premises; • security of individuals based on an assessment of their vulnerability.
The registered manager ensures compliance with relevant legislation including:
• Health and Safety at Work Act 1974; • Management of Health and Safety at Work Regulations 1999; • Workplace (Health, Safety and Welfare) Regulations 1992; • Provision and Use of Work Equipment Regulations 1992; • Electricity at Work Regulations 1989;
• Health and Safety (First Aid) Regulations 1981; • Control of Substances Hazardous to Health Regulations (COSHH) 1988; • Manual Handling Operations Regulations 1992; • Reporting of Injuries, Diseases and Dangerous Occurrences Regulations
(RIDDOR)1985. The registered manager provides a written statement of the policy, organisation and arrangements for maintaining safe working practices. The registered manager ensures that risk assessments are carried out for all safe working practice topics and that significant findings of the risk assessment are recorded. All accidents, injuries and incidents of illness or communicable disease are recorded and reported. Safety procedures are posted, and explained, in formats that are easily understood and take account of individuals’ special communication needs. All staff receive induction training and updates to meet current industry specification on all safe working practice topics 1.4 Know what you can and cannot do relating to general health and safety at your current stage of training. My general responsibilities would be for health and safety at my current stage of training would be: to:
• carrying out a health and safety risk assessments for my level of responsibility and experience • ensuring equipment I use is fit for its purpose • check electrical equipment prior to use • ensuring computers can be used comfortably and without disturbing glare, making sure lighting
levels are appropriate • avoiding trailing cables to reduce the risks of trips and falls • keeping records of, and if necessary reporting, any serious accidents, illnesses or injuries
experienced by workers • take reasonable care of their own health and safety, as well as that of other people such as carers,
professional’s family members, neighbours and visitors. They must also ensure they use work equipment correctly.
1.5 Know where and from whom additional support and information relating to health and safety can be accessed Additional support and information relating to health and safety can be accessed from:
• Senior members of staff • Union or staff representatives • Care Quality Commission • Health and Safety Executive • Fire Office • Environmental Health Officer • Moving and Handling Trainer • Food Hygiene Instructor • Training Courses • QCF Qualifications • Trade magazines • Television • DVDs
• Internet • Factsheets • Warning Notices
2. HEALTH AND SAFETY RISK ASSESSMENTS 2.1 Know why it is important to assess health and safety risks posed by the work setting/situation or by particular activities
Risk assessment
Why is risk assessment important?
Managing health and safety risks puts you in control since it leaves your business less open to chance. A risk assessment helps to prevent accidents and ill health to you, your workers and members of the public. Accidents and ill health can ruin lives and harm your business too if output is lost, equipment is damaged, insurance costs increase or you have to go to court. You are legally required to assess the risks in your workplace so that you can put in place a plan to control the risks.
Is HSE’s five steps to risk assessment the only acceptable method?
No. We believe ‘Five steps to risk assessment’ provides a straightforward method, but it’s certainly not the only acceptable way.
A number of alternatives exist. Most follow the same format as that in Five Steps to Risk Assessment[6].
• Identify the hazards. • Decide who might be harmed and how. • Evaluate the risks and decide on precautions. • Record your findings and implement them. • Review your risk assessment.
Other methods tend to differ at the ‘evaluate the risks’ stage. Here, we suggest comparing your control measures with good practice to assess whether more needs to be done. But, another common and very effective method involves working out a risk level by categorising the likelihood of the harm and the potential severity of harm and then plotting these two risk‐determining factors against each other in a risk matrix (see below). The risk level determines which risks should be tackled first. As with any other method of risk assessment, you should not overcomplicate the process, e.g. by having too many categories.
2.2 Understand how and when to report health and safety risks that you have identified ASK! If you are not totally familiar with the work you are risk assessing, speak to the operative. Ask them about the problems they encounter. They may be aware of elements of the job that you might not normally see. In this way you can be sure that you have correctly interpreted what you have seen.
It is important to think of people who may be present in the work area at times other than when you are conducting your risk assessment. For example, visitors (especially relatives). Is their presence and/or offered assistance going to put the employee to undue risk?
Who may be at risk?
Employees engaged in normal duties around the Home;
Ancillary workers: cleaners, maintenance, temporary workers (e.g. agency nurses);
Delivery personnel;
Students, trainees;
Visitors
Lone, isolated workers (e.g. night shift)
Staff with disabilities;
Young / old workers;
Pregnant women;
Untrained or inexperienced staff;
People with pre‐existing ill ‐health (e.g. bronchitis);
Employees on medication which might increase their vulnerability to harm;
Evaluate
• Is the risk adequately controlled?
• What precautions are in place? Do they:
- Meet legal requirements? - Comply with recognised standard? - Represent good practice? - Reduce risk as far as reasonably practicable?
• What more needs to be done?
• Apply the principles of prevention and protection Record findings
Like the Safety Policy statement, this is only required for those employers with five or more employees.
• ʺSignificant findingsʺ means:
- the more serious hazards, and - the most important conclusions
• No need to show how the assessment was done if you can demonstrate:
- A proper check was made - Precautions are reasonable
• Assessments need only to be suitable and sufficient ‐ i.e. donʹt go OTT!
• You donʹt have to be perfect!
• Table 3: Sample Risk Assessment Sheet
Location: Date: Assessor: Signed:
Task:
Section 1. Description of the hazard(s) and risk: A B C
1
2
3
4
5
Section 2. List the groups of people who are especially at risk from these hazards:
Does the task involve risk, by reason of her condition, to a new or expectant mother, or to that of her baby?
Yes No
Section 3. List the existing arrangements to control the risk:
1
2
3
4
5
Is the risk adequately controlled? Yes (Review date:________ No (complete section below)
Section 4. Describe the risks left that are inadequately controlled
What action is recommended to control the risk? Use CAP Form if necessary.
Priority?
(A,B or C)
1
2
3
4
5
3. MOVING AND POSITIONING
3.1 Be aware of key pieces of legislation that relate to ‘moving and positioning’ MOVING AND HANDLING LAW The law that covers this is the Health and Safety at Work Act 1974 which has been added to (amended) in recent years in order to keep it current and up to date. Section 2 and 7 of the Health and Safety at Work Act 1974 impose specific duties on employers and employees relevant to people handling. Section 2 ‐ Obligation of the Employer It is the duty of all employers to ensure the Health, Safety and Welfare at Work of ALL their employees. An employer must do this by providing:
• A safe plan and system of work • The safe use, HANDLING, storage and transport of articles and substances • Necessary information, instruction, training and supervision • A safe workplace, including safe access and egress • A safe working environment • An employer with more than 5 employees has a duty to prepare and revise a written Health and
Safety Policy
THE MANAGEMENT OF HEALTH AND SAFETY AT WORK ACT 1992 This Act has imposed additional duties on employers by asking them to conduct a GENERAL assessment of overall risks of their operations; e.g. risk from machinery, internal transport operations, manual handling operations, etc. Manual Handling Operations 1992 ‘The transporting or supporting of loads by hand or by bodily force’ This includes pushing, pulling and carrying to support, lift or lower any load. The Regulations apply to any manual handling (also called lifting, moving and handling) operation which may cause injury at work and set out a hierarchy of measures for employers to take to reduce the risk of handling injuries .
• An employer should eliminate any hazardous manual handling activities, so far as is reasonably practical
• If this is not possible, an employer should assess the manual handling activities; and: • An employer should take the necessary steps to reduce the risk of injury based on the assessment,
to the lowest reasonable practicable level
Section 7 ‐ Obligation of the Employee It is the duty of every employee whilst at work to take reasonable care for the health and safety of him/herself and to co‐operate with his employer so far as necessary to enable them to carry out their statutory duty 3.2 Be aware of tasks relating to moving and positioning that you are not allowed to carry out at your current stage of training Assessment of Risk
The employer shall make a suitable and sufficient assessment of all manual‐handling operations. This will include reference to four main elements
• Task • Load • Working Environment • Individual Capability
Reduction of Risks The employer shall take appropriate steps to provide any of those employees who are undertaking manual handling operations, to the lowest level reasonably practical, with reference to the four main elements:
• Task • Load • Working Environment • Individual Capability
Provision of Information of Load The employer shall take appropriate steps to provide any of those employees who are undertaking manual handling operations, with general indications and (where it is reasonably practical), precise information of the weight of the load and the heaviest side of any load who’s centre of gravity is not positioned centrally. Rare in human beings! Review of Risk Assessments Any risk assessment must be reviewed by the employer who made it if there is reason to suspect that the assessment is no longer valid, or there has been significant change in manual handling operations at work to which the assessment relates
PRINCIPLES OF MOVING AND HANDLING
• Wear appropriate footwear • Never move or handle manually unless a risk assessment is carried out • Always ask, “DO I NEED TO Move and / or handle?” • Assess the client to be lifted before commencing a manoeuvre • Always select the appropriate manoeuvre or manoeuvring equipment before commencing activity • Identify who is to be the move and handle leader prior to the activity • Explain the manoeuvre to the client about to be moved • Explain manoeuvre to others prior to moving and handling action • Prepare the area involved • Clear any OBSTACLES from the moving and handling or transferring area • Have a stable base for your feet • Keep the client as near to your body as possible • Where appropriate, use appropriate Protective Personal Equipment • Ensure a safe secure hand grip • Test the hand grip prior to movement to ensure stability • Know your own capacity and do not exceed it
• The manoeuvre leader should give clear precise instruction (e.g. ready – steady – go) • Use rhythm and timing when manoeuvring • Raise your head on commencing the manoeuvre • Always bend your knees when moving and handling • Never move, handle and twist at the same time
3.3 Understand how to move and position people and/or objects safely, maintaining the individual’s dignity, and in line with legislation and agreed ways of working
SAFE LIFTING AND CARRYING OF PERSONS OR HEAVY OBJECTS Latest HSE data shows that 34% of accidents resulting in injury are related to handling of people or objects. Of these, 65% fall into the category of sprains and strains, mostly to the back. An object does not have to be heavy to cause injury. In fact, you do not need to be lifting anything at all. Be aware at all times of how you move and use your body muscles. TRY THIS SIMPLE EXERCISE…
Find an object about 1 to 1½ kg (a bag of sugar or flour will do).
• Hold it with both hands at armsʹ length in front of you for three minutes. Feel the strain on the muscles in your arms ‐ your back, even?
• Now repeat the exercise, this time with your elbows tucked into your sides. Much easier, isnʹt it? • This is because you are using your own bodyʹs centre of gravity to make the best use of your
muscles. • If you need to lift a heavy object off of a table, pull it to the edge first. Then, as with the bag of flour,
hold the object close to your body, elbows tucked into your sides ‐ and lift. • Which do you think are the strongest muscles in your body? You would be right if you said your
legs. Use them! Remember the following points :
• First check where you are going to take the load. Clear any obstructions from your chosen route. Make sure there is a space for the load to go when you put it down.
• Bend the knees to get down to the load. • Position your feet correctly. They should be slightly apart, with one foot slightly in front of the
other. This will help your balance when you lift. • Test the weight of the load and
distribution of the load. • If it is heavier on one side, turn it so that
the heaviest side is nearest to your body. • If it is too heavy to lift ‐ get help!
• Watch out for sharp edges. • Raise your head and look ahead to where you are going to take the load. This assists in
straightening your neck and back. Keeping the back straight use your legs to lift the load • When carrying the load tuck your elbows into your sides. This way you keep the load close to your
body and closer to the centre of gravity. This reduces the strain on your muscles. • Ideally you should be facing the direction in which you are taking the load before you lift, but this
is not always possible. Donʹt twist as you lift, but once you are upright use your feet to turn in the direction you need to go.
Exactly the same principles apply when depositing a load on the ground.
PUSHING / PULLING WHEELED LOADS
• Hospital beds, wheelchairs, trolleys, all need moving at some time or another. • Always ask for help for larger loads. • Generally push rather than pull. Pulling puts all the wrong stresses on your muscles and
encourages jerky manoeuvres, which is even worse. • When pushing a load always keep your elbows bent. • Walk backwards down steep slopes or ramps with the load ʺaboveʺ you. You will have better
control of the load and so minimise the risk of injuring yourself. Clients in wheelchairs will also feel safer if you adopt this method.
4. RESPONDING TO ACCIDENTS AND SUDDEN ILLNESS 4.1 Be aware of different types of accidents and sudden illness that may occur in the course of your work
ACCIDENTS
An accident is a specific, unexpected, unusual and unintended external action which occurs in a particular time and place, with no apparent and deliberate cause but with marked effects. It implies a generally negative outcome which may have been avoided or prevented had circumstances leading up to the accident been recognized, and acted upon, prior to its occurrence.
Experts in the field of injury prevention avoid use of the term ʹaccidentʹ to describe events that cause injury in an attempt to highlight the predictable and preventable nature of most injuries. Such incidents are viewed from the perspective of epidemiology ‐ predictable and preventable. Preferred words are more descriptive of the event itself, rather than of its unintended nature (e.g., collision, drowning, fall, etc.)
Accidents of particularly common types (auto, fire, etc.) are investigated to identify how to avoid them in the future. This is sometimes called root cause analysis, but does not generally apply to accidents that cannot be deterministically predicted. A root cause of an uncommon and purely random accident may never be identified, and thus future similar accidents remain ʺaccidental.ʺ
Definition
Narrowly defined, the designation may refer only to the event, while not including the circumstances (facts surrounding) or results of the event; i.e., ‘accident’ is constrained to an immediate incident, the occurrence of which results in an unplanned outcome. In common use, however, ‘accident’ may include the entire interacting circumstantial framework (chance, pre‐existing, or uncontrolled dynamically developing conditions; commonplace actions; random time and place; participants; etc.) leading up to, including, and resulting from, the accidentʹs immediate occurrence.
TYPES
Physical and non‐physical
Physical examples include, e.g., unintended collisions or falls, being injured by touching something sharp, hot, or electrical, or ingesting poison. Non‐physical examples are, e.g., unintentionally revealing a secret or otherwise saying something incorrectly, forgetting an appointment, etc.
By activity
• Accidents during the execution of work or arising out of it are called work accidents. • In contrast, leisure‐related accidents are mainly sports injuries.
By vehicle
• Bike accident • Traffic collision • Sailing ship accidents
Incidence of accidents, sorted by activity.
For physical traumas or injuries leading to hospital discharge, most common causes are traffic accidents and falls
SUDDEN ILLNESS
Challenges of Sudden Illness Situations
• Situations of sudden illness are often caused by an unexpected event, such as
• An accident • A sudden change in the patient’s health status
• Sudden illness presents a challenge for patients, families, and healthcare providers, particularly
when it is:
• Severe • Unexpected • Has an uncertain prognosis
• As in other aspects of medicine, there are features and skills that can be learned • Structured communication is especially important when the prognosis is uncertain • Goals for care may need to change rapidly as the prognosis changes • Discussions should include the possibility of time‐limited trials • Socio‐cultural differences may need rapid and sensitive appreciation to keep urgent care consistent
with the patient’s values Sudden Illness include:
• Chest pain • Convulsions • Stroke
• Fever • Collapse • Respiratory Disease • Drug Overdose
4.2 Understand the procedures to be followed if an accident or sudden illness should occur in your work setting/situation
In the event of an accident or incident resulting in injury, the home will, in accordance with its First‐Aid Policy, ensure that appropriate First‐Aid treatment is administered.
Accident Reporting
Suitable procedural arrangements will be made to ensure that all accidents and incidents occurring on Council premises or associated with Council activities are adequately recorded.
The procedural arrangements will take account of the legal requirements of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1996 to ensure that the Health and Safety Executive are notified in appropriate circumstances.
Accident Investigation
In conjunction with the procedural arrangements for recording accidents and incidents, suitable arrangements will be made to ensure that such occurrences are adequately investigated.
The purpose of the investigation procedures will be:‐
• To determine the sequence of events leading to an accident • To establish any unsafe acts or conditions within this sequence that were likely to have caused the
accident • To determine the human, organisational or job factors that gave rise to the unsafe acts or conditions • To initiate short‐term action to eliminate the immediate causes and establish a longer‐term
programme to correct and control the underlying factors in order that a recurrence may be prevented
Training
The Council will ensure that all employees are adequately trained to carry out their work safely and provided with information on safe working practices and accident prevention.
Guidance Guidance will be issued regarding implementation of the following aspects of this policy.
• Accident report forms • Categories of person/recording procedures • Reporting procedures • Investigation procedures
Legal Reference
The arrangements in this policy outline the provisions the Council will make to comply with the relevant requirements of the Health and Safety at Work etc. Act, 1974, and the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations, 1999
RECOVERY POSITION
The recovery position or coma position refers to one of a series of variations on a lateral recumbent or three‐quarters prone position of the body, in to which an unconscious but breathing casualty can be placed as part of first aid treatment.
An unconscious person (GCS <8) in a supine position (on their back) may not be able to maintain a patent airway as a conscious person would.[1] This can lead to an obstruction of the airway, restricting the flow of air and preventing gaseous exchange, which then causes hypoxia, which is life threatening. Thousands of fatalities occur every year in casualties where the cause of unconsciousness was not fatal, but where airway obstruction caused the patient to suffocate.[2][3][4] The cause of unconsciousness can be any reason from trauma to intoxication from alcohol.
It is not necessarily used by health care professionals, as they may have access to more advanced airway management techniques, such as intubation.
Purpose
The recovery position is designed to prevent suffocation through obstruction of the airway, which can occur in unconscious supine patients. The supine patient is at risk of airway obstruction from two routes:
• Mechanical obstruction ‐ In this instance, a physical object obstructs the airway of the patient. In most cases this is the patientʹs own tongue, as the unconsciousness leads to a loss of control and muscle tone, causing the tongue to fall to the back of the pharynx, creating an obstruction. This can be controlled (to an extent) by a trained person using airway management techniques.
• Fluid obstruction ‐ Fluids, usually vomit, can collect in the pharynx, causing the person to effectively drown. The loss of muscular control which causes the tongue to block the throat can also lead to the stomach contents flowing into the throat, called passive regurgitation. Fluid which collects in the back of the throat can also flow down into the lungs. Another complication can be stomach acid attacking the inner lining of the lungs, causing aspiration pneumonia.
Placing a patient in the recovery position gives gravity assistance to the clearance of physical obstruction of the airway by the tongue, and also gives a clear route by which fluid can drain from the airway.
The International Liaison Committee on Resuscitation (ILCOR) does not recommend one specific recovery position, but advises on six key principles to be followed:[5]
1. The victim should be in as near a true lateral position as possible with the head dependant to allow free drainage of fluid
2. The position should be stable 3. Any pressure of the chest that impairs breathing should be avoided 4. It should be possible to turn the victim onto the side and return to the back easily and safely, having
particular regard to the possibility of cervical spine injury 5. Good observation of and access to the airway should be possible 6. The position itself should not give rise to any injury to the victim
4.3 Be aware of tasks relating to emergency first aid that you are not allowed to carry out at your current stage of training.
In a first aid emergency I would be involved up to my knowledge experience and training. I will undertake no actions beyond my skill base, and would help in whatever way possible with more experienced carers I would remain:
• Calm • Confident • Willing to offer assistance whenever necessary • Patient
I would cooperate with the aims of a first aider:
• 3 Ps: • 3Ps
Which means to preserve life Prevent injuries/condition from worsening Promote recovery Preserving life:
• Control bleeding • Treat probable cause of shock • Maintain airway in correct position • Perform CPR when needed • (no breathing or pulse)
Prevent condition from worsening:
• Dress wound to prevent infection • Provide comfort to casualty • Place casualty in a comfortable position
Promote recovery :
• Relieve casualty from anxiety • Encourage confidence and trust • Attempt to relieve pain and discomfort • Handle casualty gently • Protect casualty from cold and wet • Phone 999
Give advice about: 4 levels of consciousness :
• Normal status • Drowsiness • Semi – consciousness • Coma
Protecting yourself as a first aider
• Essential to protect yourself from injury and • infection • Ensure surroundings are safe • Protection from infection • ‐ to prevent “cross infection” • ( transmitting germs to a casualty or contracting • an infection yourself) • ‐ wear gloves or wash hands before doing a dressing
Help with the practice of first aid:
• Assess the situation • Make area safe • Give emergency aid • ‐ initial assessment • – Signs and symptoms • ‐ ABC • Get help from others if needed
Help with initial assessment
• what? • Brief examination of casualty ◊ to perform checks before concluding • How? • ‐ Observe signs and symptoms
Observe signs and symptoms
• Signs: Details of a casualty’s condition you may • assess using your senses. • Look, listen, feel, smell • E.G Bleeding, Deformity, Strength or rhythm of • pulse, breathing • Symptoms: sensations that the casualty experiences • E.G Is there pain? What type of pain? Nausea, • giddiness, coldness
Support with ABC
• A = Airway • Open airway • B = Breathing • Check for breathing
Monitor circulation
• Check for pulse • Pulse indicates the condition of the • Circulation • Full and slow • Rapid and fluttering / weak • How to check for pulse?
• Carotid pulse • Wrist pulse
5. AGREED WAYS OF WORKING REGARDING MEDICATION AND HEALTH CARE TASKS 5.1 Understand the main points of agreed ways of working about medication agreed with your employer
MEDICATION POLICY With respect to the prescribing, supply, storage and administration of medicines, this organisation adheres fully to Care Standards Act 2000 as amended, which relates to medication and other health‐related activities. The home also adheres to the Medicines Act 1968, the Misuse of Drugs Act 1971, the Misuse of Drugs (Safe Custody) Regulations 1973 and the Nursing and Midwifery Council Guidelines for the Administration of Medicines. The home follows and applies the up to date guidance issued by the Royal Pharmaceutical Society of Great Britain (RSPGB) currently included in its publication The Handling of Medicines in Social Care (2007).
Procedures
As a home we accept that many of our individuals will remain responsible for their medication. The home will become involved if it is contracted to do so and consistent with the outcomes of the needs and risks assessments and individual plans. The home will provide support and aids to enable safe self‐administration wherever this is required or assist with the safe administration of individualsʹ medication requirements using suitably trained and competent staff.
To ensure their safety, and in accordance with up to date Risk Assessments, individuals, whom the home is assisting with their medication will be assessed for risk on a regular basis by a competent member of care staff.
Any need for help with the collection or administration of medication will be identified. Any request for support from care staff belonging to this organisation identified within a care plan should be discussed with home managers before being implemented to ensure that the role being requested is appropriate and can be performed safely and competently by home staff.
No member of care staff belonging to this organisation should proceed with care involving the administration of medication (tablets, liquids or creams) until they have the explicit agreement of a line supervisor or home manager and this has been entered in the Individual Plan. Any member of staff who is unsure of what to do regarding medication in any given situation should contact their line supervisor or a home manager immediately.
Administration of medication
Medication should be administered by a registered first level nurse or by a designated, appropriately trained member of staff only.
When administering medication, staff should:
(a) check that the medication is written in the home care medical record or Individual Plan (b) know the therapeutic use of the medication administered, its normal dose, side effects, precautions
and the contra‐indications of its use (c) be certain of the identity of the individual to whom the medication is being given
(d) check that the prescription or the label on the medication is clear and unambiguous and relates to the individual in person
(e) check the expiry date (f) check that the individual is not allergic to the medication (g) keep clear and accurate signed records of all medication administered, withheld or refused.
A home care medicines record should be kept in the individualʹs home of any individual receiving help with medication as part of their care plan.
Any mistake or error in administering drugs must be reported to a line manager, a supervisor or responsible medical practitioner without delay.
Staff must never, in any circumstances, administer medication which has not been prescribed, give medication to an individual against their wishes or alter in any way the timing or dosage of medications.
Storage of medication
Home care staff involved in medicines administration should ensure as far as possible that the medicines and drugs are stored safely and ensure they remain effective. This means checking and recommending that the user stores their medicines and drugs so that the products are not damaged or compromised by:
• heat or dampness • being mixed up with other peopleʹs medicines • being stolen • posing a risk to anyone else.
The home accepts guidelines that extreme temperatures (hot and cold) or excessive moisture can cause deterioration of medicines, some being more susceptible than others. It does not recommend that medicines are kept in potentially damp or steamy places such as peopleʹs kitchens or bathrooms, which could reduce their effectiveness.
Monitoring of medication
Staff should always be aware of the nature of the medication being taken by individual individuals and should report any change in condition that may be due to medication or side‐effects immediately to their line manager or supervisor or to the GP or community pharmacist.
Disposal of unwanted medication
All unwanted or surplus medication should be returned to the community pharmacist for disposal and a receipt obtained.
Training
All home care staff should read the homeʹs policy on medicines handling and keeping records of medicine administration. Further training for home care staff regarding medication should be provided if it is relevant to their role. It should include:
(a) basic knowledge about common medications and how they are used (b) how to recognise and deal with problems in use, such as side‐effects and contra‐indications (c) procedures for the administration, giving and storing of medicines (d) what to do in the event of an error in administration.
The training is always provided by a qualified person in the administration of medication such as a community pharmacist or by an accredited training provider, where staff need that level of competence. New staff are always trained to meet the current Common Induction Standards and staff who have had previous training regularly have their training updated.
5.2 Understand the main points of agreed ways of working about health care tasks agreed with your Employer
THE HOMES CARE PLANNING POLICY Needs Assessment No individual moves into the home without having had his/her needs assessed and been assured that these will be met. New individuals are admitted only on the basis of a full assessment undertaken by people trained to do so, and to which the prospective individual, his/her representatives (if any) and relevant professionals have been party. For individuals referred through Care Management arrangements, the registered person obtains a summary of the Care Management (health and social services) assessment and a copy of the Care Plan produced for care management purposes. For individuals who are self‐funding and without a Care Management assessment/Care Plan, the registered person carries out a needs assessment covering:
• personal care and physical well‐being; • diet and weight, including dietary preferences; • sight, hearing and communication; • oral health; • foot care; • mobility and dexterity; • history of falls; • continence; • medication usage; • mental state and cognition; • social interests, hobbies, religious and cultural needs; • personal safety and risk; • carer and family involvement and other social contacts/relationships.
Each individual has a plan of care for daily living, and longer term outcomes, based on the Care Management assessment and Care Plan or on the home’s own needs assessment. The registered nursing input required by individuals in homes providing nursing care is determined by NHS registered nurses using a recognised assessment tool, according to Department of Health guidance. Health care tasks include any medical procedures carried out as part of a plan of care, including those relating to colostomy, catheter, and injections
COLOSTOMY
What is a colostomy?
• A colostomy is an opening that is made in the colon with surgery. After the opening is made, the colon is brought to the surface of the abdomen to allow stools to leave your body. The opening at the surface of the abdomen is called a stoma. The stool leaves the colon through the stoma and drains into a flat, changeable, watertight bag or pouch. The pouch is attached to the skin with an adhesive (substance that seals the pouch to the skin).
• A colostomy is sometimes needed for certain health conditions or diseases. Some of these include cancer, diverticular disease, Crohnʹs disease and trauma or injury. A temporary colostomy may be needed to allow the colon to rest and heal for a period of time. A temporary colostomy may be in place for weeks, months, or years. The temporary colostomy will eventually be closed and bowel movements will return to normal. A permanent colostomy is usually needed when a part of the colon must be removed or cannot be used again.
Where is the colon located?
The colon is part of the digestive system. The digestive system consists of the parts of the body that are involved in the digestion (breakdown) of food. Food moves from your stomach to the small intestine where food is digested and nutrients are absorbed. The food then goes to the colon (part of the large intestine). The colon absorbs water from digested food and turns the digested food into stool.
What are the different types of colostomies? Colostomy types are related to the place on the colon where the surgery is done. The location of the surgery depends on your health condition and the reason you need to have a colostomy.
• Ascending colostomy: This colostomy has a stoma (opening) that is located on the right side of the abdomen. The output (stool) that drains from this stoma is in liquid form.
• Transverse colostomy: This colostomy has a stoma that is located in the upper abdomen towards the middle or right side. The output that drains from this stoma may be loose or soft.
• Descending or sigmoid colostomy: This colostomy has a stoma that is located on the lower left side of the abdomen. The output that drains from this stoma is firm.
What types of products are used for colostomies?
o Pouch: There are a variety of sizes and styles of colostomy pouches. Pouches are lightweight and odour‐proof. Pouches have a special covering that prevents the pouch from sticking to the body. Some pouches also have charcoal filters which release gas slowly and help to decrease gas odour. The following is general information about types of colostomy pouches:
o Open‐ended pouch: This type of pouch allows you to open the bottom of the pouch to drain the output. The open end is usually closed with a clamp. The open‐ended pouch is usually used by people with ascending or transverse colostomies. The output from these colostomies is looser and is unpredictable (does not drain at regular times).
o Close‐ended pouch: This type of pouch is removed and thrown away when the pouch is filled. Close‐ended pouches are usually used by people with a descending or sigmoid colostomy. The output from these types of colostomies is firm and does not need to be drained.
o One‐piece: A one‐piece pouch contains the pouch and adhesive skin barrier together as one unit. The adhesive skin barrier is the part of the pouch system that is placed around the
stoma and attached to skin. When the pouch is removed and replaced with a new one, the new pouch must be reattached to the skin.
o Two‐piece: The two‐piece pouch has two parts: an adhesive flange and pouch. The adhesive flange stays in place while the pouch is removed and new pouch is attached to the flange. The pouch does not need to be reattached to the skin each time. The two‐piece system can be helpful for patients with sensitive skin.
o Pre‐cut or cut‐to‐fit pouches: Some pouches have pre‐cut holes so you do not have to cut the opening yourself. Other pouches can be cut to fit the size and shape of your stoma. Cut‐to‐fit pouches are especially useful right after your surgery because your stoma decreases in size for about eight weeks.
o Stoma covers and caps: Stoma caps or covers can be placed on the stoma when the stoma is not active (draining). People with descending or sigmoid colostomies who irrigate may use stoma covers or caps. The cover or cap is attached to the skin in the same way as a pouch.
Skin protection:
o Film: A film can be placed on the skin to protect against damage from the adhesive material. Films are helpful for people with sensitive, dry, or oily skin.
o Pectin‐based paste or paste strips/rings: These products are helpful for protecting skin against output that contains digestive enzymes (proteins that break down foods). Ascending or transverse colostomies can produce output that contains digestive enzymes, which can irritate or damage the skin. The paste is also used to create a flat pouch surface by filling in small skin creases.
How do I change my pouch?
The way in which you should change your colostomy pouch depends on the type of pouch you use. Your caregiver will give you specific instructions on how to change your colostomy pouch. The following is general information about how to change your pouch:
• Ask your caregiver about how often to change your colostomy pouch. The amount of time that you should leave your pouch on your abdomen depends on many things. The type of pouch you wear affects the amount of time you can wear a pouch. The kind and amount of stool you have also affects how long the pouch stays on.
• If you are wearing an open‐ended pouch, empty the contents from pouch into the toilet. Gently remove the pouch by pushing the skin down and away from the adhesive skin barrier with one hand. With the other hand, pull the pouch up and away from the stoma.
• Clean the skin around the stoma with warm water. You may also use soap but do not use soaps that have oil or perfumes. Pat your skin dry.
• Use a pouch that has an opening that is one‐eighth of an inch larger than the stoma. • Use skin protection products if you have irritated skin around the stoma. The skin can be
treated with these products to protect your skin and create a dry surface. • Centre the pouch over the stoma and press it firmly into place on clean, dry skin. It may be
helpful to hold your hand over the newly applied pouch for 30 seconds. The warmth of your hand can help to mould the adhesive skin barrier into place.
• Place the old pouch in another plastic bag to be thrown away if the pouch is disposable. If you use a reusable pouch, talk to your caregiver about how to clean the reusable pouch.
How do I empty my pouch?
• Empty the pouch when it is one‐third to one‐half full. Do not wait until the pouch is completely full because this could put pressure on the seal, causing a leak. The pouch may also detach, causing all of the pouch contents to spill.
• Place toilet paper into the toilet to reduce splash back and noise. • Take the end of the pouch and hold it up. Remove the clamp (if the pouch has a clamp system). • You may need to make a cuff at the end of the pouch to keep it from getting soiled. • Drain the pouch by squeezing the pouch contents into the toilet. • Clean the cuffed end of the pouch with toilet paper or a moist paper towel. You may also rinse
the pouch but it is not necessary. Make sure and keep the end of the pouch clean. • Undo the cuff at the end of the pouch. Replace the clamp or close the end of the pouch
according to your caregiverʹs instructions.
What is irrigation?
People with descending or sigmoid colostomies may be able to irrigate their colostomies on a regular basis. Irrigating the stoma means putting a fluid into the stoma to empty the bowel. This may also be called an enema. Irrigation allows a person to have timed bowel movements. Irrigation can allow a person to be free from stool output for about 24 to 48 hours. Once stool output is regular, a stoma cap can be used between irrigations instead of using a drainable pouch. The stoma cap will absorb mucus and deodorize and vent gas.
Talk to your caregiver about whether irrigation is right for you. Irrigation may be right for you if you had regular bowel movements before the colostomy. You should also be physically able to perform the irrigation procedure. It is also important to have a lifestyle that will allow regular irrigation. For example, you should have a daily schedule in which you can schedule enough time to regularly irrigate. You should also be free from certain colostomy problems. People with problems such as a prolapse or a hernia should not irrigate. Irrigation could make a prolapse worse or create a hole in the bowel. Irrigation could also cause leakage of stools between irrigations or make it hard to control bowel movements.
How do I irrigate my colostomy?
Ask a specially trained caregiver such as an ostomy nurse how to properly irrigate your colostomy. Below are some general steps for irrigation:
• You will need a plastic irrigating container with a long tube and a cone to introduce water into the colostomy. You will also need an irrigation sleeve that will direct the output into the toilet. You will need an adjustable belt to attach the irrigation sleeve and a tail closure for the end of the sleeve.
• Choose the same time each day when you will not be interrupted to irrigate your colostomy. • Fill the irrigating container with about 16 to 50 ounces (500 to 1500 ml) of lukewarm water. The
water should not be cold or hot. The amount of water each person needs to put in the irrigating container varies. Ask your caregiver how much water you will need to irrigate. Hang the irrigation container at a height in which the bottom of the container is level with your shoulder. Sit up straight on the toilet or on a chair next to the toilet.
• Take the adjustable belt and attach it to the irrigation sleeve. Place the belt around your waist and place the sleeve over your stoma. Place the end of the irrigation sleeve into the toilet bowel.
• Release air bubbles from the tubing on the plastic irrigating container by releasing the clamp. Allow a small amount of water to be released into the sleeve. Clamp the tubing again.
• Moisten the end of the cone with water or lubricate it with water‐soluble lubricant. • Place the tip of the cone about three inches deep into the stoma. Make sure there is a snug fit but
do not place the cone too deeply or forcefully into the stoma. Release the clamp on the tubing
again and allow the water to flow into the stoma. The water must go in slowly and takes about five to ten minutes. Keep the cone in place for another 10 seconds.
• Remove the cone from the stoma. Allow the output to drain into the irrigation sleeve for about 10 to 15 minutes. Dry the end of the irrigation sleeve. Clip the bottom of the sleeve to the top with a clasp or close the end of the sleeve with the tail closure. You may move around for about 30 to 45 minutes until all the water and stool has drained. Drain the output from the sleeve into the toilet. Clean the area around the stoma with mild soap and water and pat dry.
What are some problems that can happen with a stoma?
Most stoma problems happen during the first year after surgery.
• Stoma retraction: Retraction happens when the height of the stoma goes down to the skin level or below the skin level. Retraction may happen soon after surgery because the colon does not become active soon enough. Retraction may also happen because of weight gain. The pouching system must be changed to match the change in stoma shape.
• Peristomal hernia: Peristomal hernias occur when part of the bowel (colon) bulges into the area around the stoma. Hernias are most obvious during times when there is pressure on the abdomen. For example, the hernia may be more obvious when sitting, coughing, or straining. Hernias may make it difficult to create a proper pouch seal or to irrigate. The hernia may be managed with a hernia belt. Changes may also need to be made to the pouching system to create a proper seal. Surgery may also be done in some people.
• Prolapse: A prolapse means the bowel becomes longer and protrudes out of the stoma and above the abdomen surface. The stomal prolapse may be caused by increased abdominal pressure. Surgery may be done to fix the prolapse in some people.
• Stenosis: A stenosis is a narrowing or tightening of the stoma at or below the skin level. The stenosis may be mild or severe. A mild stenosis can cause noise as stool and gas is passed. Severe stenosis can cause obstruction (blockage) of stool. If the stoma is mild, a caregiver may enlarge it by stretching it with his finger. If the stenosis is severe, surgery is usually needed.
What types of foods can I eat after a colostomy?
• People with colostomies can eat a regular diet. Choose healthy foods from all the food groups. To avoid constipation, eat foods such as oatmeal, whole‐grain breads and cereals, fruits and vegetables. There may be some foods that you cannot tolerate very well. If a food gives you cramps or diarrhoea, do not include that food in your diet. Try the food again in a few weeks. Eat small portions first and then gradually increase your portion sizes.
• You may want to avoid foods that cause gas and odour. Some foods that may cause gas and odour are vegetables such as broccoli, cabbage, and cauliflower. Other foods include beans, eggs, and fish. You can also reduce gas by eating slowly and not using straws to drink liquids. Foods that may help to control odour and gas in some people are fresh parsley, yogurt and buttermilk.
• Drink at least 8 to 10 (eight ounce) cups of water each day. Follow your caregiverʹs advice if you must limit the amount of liquids you drink. Healthy liquids for most people to drink are water, juices, and milk. Limit the amount of caffeine you drink, such as coffee, tea, and soda.
How can a colostomy fit into my lifestyle?
• Work: You can go back to work when your caregiver says it is OK. You may need special support to prevent a hernia if you work is heavy labour, such as lifting or digging. You may need an ostomy belt over the pouch to keep it in place if you move a lot at your job.
• Exercise: Exercise is very important. Talk to your caregiver about an exercise program once you feel stronger. Together you can plan a program that works for you. It is best to start slowly and do more as you get stronger. Exercising makes the heart stronger, lowers blood pressure, and helps keep you healthy. Your body and mind should feel better after exercising. Walking, jogging, bicycling, and swimming are good exercises. Talk with your caregiver before playing contact sports. You may need to wear a special support or a colostomy cover to protect your stoma. Empty your pouch before playing sports.
• Bathing or swimming: You may take a bath with or without your pouch. You can take a shower or bath with your pouch off. Water will not go into the stoma during a shower or bath. For swimming, you should always wear your pouch. Empty your pouch before getting into the water if you swim. You may want to put waterproof tape strips over the edges of your skin barrier.
• Relationships: o You may feel anxious, nervous, or scared when you first start to care for your colostomy.
You may not like the way your body looks. You may feel like you are no longer in control of your body. These are normal feelings. Talk to someone close to you or to your caregiver about these feelings.
o Learning to live with a colostomy may be difficult for both you and your spouse. Together you can find ways to live with this change in your life. It will take time for you to feel better after surgery. If you had an active sex life before colostomy surgery, it can be the same after surgery. You cannot hurt your stoma by having close body contact. Be sure to empty the pouch before having sex.
Travelling: Always carry extra colostomy supplies and pouches with you when travelling. Take enough supplies for your trip. You may not be able to find what you need while travelling. Contact your local ostomy group or ostomy nurse for help. They may be able to give you a list of ostomy caregivers in the area you are visiting.
o If you fly, pack your supplies in your carry‐on luggage not your checked suitcase because luggage is sometimes lost or delayed.
o If you drive, do not put your supplies in the trunk or glove compartment. This can cause your supplies to get hot, melt and not stick well. Keep your ostomy supplies in the coolest place in the car.
5.3 Be aware of tasks relating to medication and health care procedures that you are not allowed to carry out at the current stage of training FROM JOB DESCRIPTION
Skills Level Carers skills will be assessed at interview and you will only be offered assignments up to your designated level. You will be given the opportunity to review your skills level at regular intervals. Induction Training Carers will be expected to complete ay induction training before starting their first assignment.
Ongoing Training & Supervision
Carers will be supervised on a one‐to‐one basis every 12 weeks. They will also be required to undertake ongoing training, followed by a peer group supervision session, every 12 weeks. These sessions last for a total of three hours.
Carers must understand that they must not take any leading part in any activity they have not been shown, understand and/or are competent to carry out in relation to medication and health care at any stage of training, and are guided by the General Social Care Councils Code of Practice which state: General Social care Council Code of Practice The purpose of this code is to set out the conduct that is expected of social care workers and to inform service users and the public about the standards of conduct they can expect from social care workers. It forms part of the wider package of legislation, practice standards and employers’ policies and procedures that social care workers must meet. Social care workers are responsible for making sure that their conduct does not fall below the standards set out in this code and that no action or omission on their part harms the well being of service users. Protect the rights and promote the interests of service users and carers; Strive to establish and maintain the trust and confidence of service users and carers; Promote the independence of service users while protecting them as far as possible from danger or harm; Respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people; Uphold public trust and confidence in social care services; and Be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills 1.1 Treating each person as an individual; 1.2 Respecting and, where appropriate, promoting the individual views and wishes of both service users and carers; 1.3 Supporting service users’ rights to control their lives and make informed choices about the services they receive; 1.4 Respecting and maintaining the dignity and privacy of service users; 1.5 Promoting equal opportunities for service users and carers; and 1.6 Respecting diversity and different cultures and values. As a social care worker, you must protect the rights and promote the interests of service users and carers This includes: 2.1 Being honest and trustworthy; 2.2 Communicating in an appropriate, open, accurate and straightforward way; 2.3 Respecting confidential information and clearly explaining agency policies about confidentiality to service users and carers; 2.4 Being reliable and dependable; 2.5 Honouring work commitments, agreements and arrangements and, when it is not possible to do so, explaining why to service users and carers; 2.6 Declaring issues that might create conflicts of interest and making sure that they do not influence your judgement or practice; and 2.7 Adhering to policies and procedures about accepting gifts and money from service users and carers.
As a social care worker, you must strive to establish and maintain the trust and confidence of service users and carers This includes: 3.1 Promoting the independence of service users and assisting them to understand and exercise their rights; 3.2 Using established processes and procedures to challenge and report dangerous, abusive, discriminatory or exploitative behaviour and practice; 3.3 Following practice and procedures designed to keep you and other people safe from violent and abusive behaviour at work; 3.4 Bringing to the attention of your employer or the appropriate authority resource or operational difficulties that might get in the way of the delivery of safe care; 3.5 Informing your employer or an appropriate authority where the practice of colleagues may be unsafe or adversely affecting standards of care; 3.6 Complying with employers’ health and safety policies, including those relating to substance abuse; 3.7 Helping service users and carers to make complaints, taking complaints seriously and responding to them or passing them to the appropriate person; and 3.8 Recognising and using responsibly the power that comes from your work with service users and carers. As a social care worker, you must promote the independence of service users while protecting them as far as possible from danger or harm This includes: 4.1 Recognising that service users have the right to take risks and helping them to identify and manage potential and actual risks to themselves and others; 4.2 Following risk assessment policies and procedures to assess whether the behaviour of service users presents a risk of harm to themselves or others; 4.3 Taking necessary steps to minimise the risks of service users from doing actual or potential harm to themselves or other people; and 4.4 Ensuring that relevant colleagues and agencies are informed about the outcomes and implications of risk assessments. As a social care worker, you must respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people In particular you must not: 5.1 Abuse, neglect or harm service users, carers or colleagues; 5.2 Exploit service users, carers or colleagues in any way; 5.3 Abuse the trust of service users and carers or the access you have to personal information about them or to their property, home or workplace; 5.4 Form inappropriate personal relationships with service users; 5.5 Discriminate unlawfully or unjustifiably against service users, carers or colleagues; 5.6 Condone any unlawful or unjustifiable discrimination by service users, carers or colleagues; 5.7 Put yourself or other people at unnecessary risk; or 5.8 Behave in a way, in work or outside work, which would call into question your suitability to work in social care services. As a social care worker, you must uphold public trust and confidence in social care services
This includes: 6.1 Meeting relevant standards of practice and working in a lawful, safe and effective way; 6.2 Maintaining clear and accurate records as required by procedures established for your work; 6.3 Informing your employer or the appropriate authority about any personal difficulties that might affect your ability to do your job competently and safely; 6.4 Seeking assistance from your employer or the appropriate authority if you do not feel able or adequately prepared to carry out any aspect of your work or you are not sure about how to proceed in a work matter; 6.5 Working openly and co‐operatively with colleagues and treating them with respect; 6.6 Recognising that you remain responsible for the work that you have delegated to other workers; 6.7 Recognising and respecting the roles and expertise of workers from other agencies and working in partnership with them; and 6.8 Undertaking relevant training to maintain and improve your knowledge and skills and contributing to the learning and development of others.
6. HANDLING HAZARDOUS SUBSTANCES 6.1 Be aware of the hazardous substances in your workplace
Hazardous Substances are used in many workplaces and take many different forms. Solids, liquids, gases, mists and fumes can be present in the workplace.
Exposure to hazardous substances can affect the body in many different ways. Skin contact, inhalation and ingestion can cause damage.
In legislation, Hazardous Substances are defined in a number of ways. In The Control of Substances Hazardous to Health Regulations 2002 (COSHH), for example, they are those substances classified as toxic, very toxic, corrosive, harmful or irritant. Biological agents and dusts in substantial concentrations are also classified as hazardous substances.
In a care home this can include:
• Medication • Cleaning materials • Oxygen • Creams • Sprays
6.2 Be aware of safe practices for
• storing hazardous substances 1. Store all chemicals safely. 2. Report any damaged or faulty containers to your supervisor. 3. Always make sure chemical containers are properly labelled. Never put chemicals into bottles or
containers that have other uses, e.g. food or drink bottles or containers.
• using hazardous substances Always read the instructions, labels and prescribing charts
• Medication
Wash hands, before and after use. Wear Protective clothing such as Gloves, do not handle tablets or liquids, and use containers as supplied
• Cleaning materials
Wash hands, before and after use. Wear Protective clothing such as aprons, gloves, do not handle or spill tablets or liquids, use containers as supplied, look for alternative products, wipe up spillage immediately
• Oxygen
Use in non igniting environment, i.e., not next to flames, non smoking areas
• Creams
Use gloves and aprons and aseptic techniques where appropriate
• Sprays
Wash hands, before and after use. Wear Protective clothing such as masks, aprons, gloves, do not spray directly at individuals unless prescribed, open or closed windows where appropriate, use containers as supplied, look for alternative products, wipe up spillage immediately
• disposing of hazardous substances
Disposing of hazardous substances
Responsibilities donʹt end once you have finished using hazardous substances ‐ you have legal responsibilities to ensure they are disposed of or recovered correctly too.
As part of your risk assessment, youʹll need to carefully consider the treatment and disposal or recovery process. Your business has a legal duty of care for its waste, which means that you are responsible until the waste has either been disposed of or fully recovered.
There are additional legal requirements for the disposal or treatment of wastes and containers used for materials with hazardous characteristics. For example, in England if you produce more than 500 kilograms of hazardous waste in any 12‐month period you may need to register with the Environment Agency. In Wales, you may have to register with the Environment Agency if you produce more than 200 kilograms in 12 months. In Scotland and Northern Ireland you must pre‐notify the Scottish Environment Protection Agency or the Northern Ireland Environment Agency of hazardous waste consignments that you intend to make.
You can use information contained on the safety data sheet that accompanies the materials or chemicals received onto your site to help you determine if your waste is hazardous.
Examples of hazardous wastes include:
• asbestos • lead‐acid batteries • used engine oils and oil filters • oily sludges
• solvents and solvent‐based substances • chemical wastes • pesticides • fluorescent light tubes
7. PREVENTING THE SPREAD OF INFECTION 7.1 Know the main routes by which an infection can get into the body
• Health and Social Care Act 2008, Code of practice for infection control, item 10 ‘compliance criteria’
The Health and Social Care Act 2008 Code of Practice for the NHS on the prevention and control of healthcare associated infections and related guidance Purpose of this document This document sets out how the Care Quality Commission will assess compliance with the requirements set out in Regulations made under section 20(5) of the Health and Social Care Act 2008, and provides guidance on how providers can meet the registration requirements relating to HCAI set out in the Regulations. All providers must also comply with all relevant legislation, such as the Health and Safety at Work etc Act 1974 and the Control of Substances Hazardous to Health Regulations 2002 and other relevant health and safety regulations. Failure to observe the Code may result in enforcement action by the Care Quality Commission as it may be used as evidence of a breach of the registration requirement. In order to aid compliance with the Code of Practice, the bibliography lists supporting national guidance. It is a matter for local determination whether all of the guidance listed is appropriate to each organisation. Users may find the National Resource for Infection Control (www.nric.org.uk) a useful site to access these documents and other relevant material. THE MAIN ROUTES BY WHICH AN INFECTION CAN GET INTO THE BODY Most people get infections of some sort or another. There are four main routes for infections to enter the body:
1. Down the respiratory tract into the lungs. Coughs, cold, influenza and other common airborne infections are contracted in this fashion.
2. Breaks in the skin. One of the many functions of the skin is to act as a barrier against infection. Anything that penetrates the skin, or for that matter the mucous membrane that lines the mouth or nose, provides a route for infection to enter. Typically, bites, scratches, puncture wounds by needles etc increase the risk of infection.
3. Down the digestive tract. Food, drink or other infected products can be swallowed and infect the stomach or bowels. Most people have experienced an ʹupset stomachʹ, which reveals itself in the form of diarrhoea and or vomiting.
4. Up the urinary and reproductive systems. The infectious agent may remain localized or may enter the blood stream. Sexually transmitted diseases most commonly infect the genitals. HIV, the AIDS virus, is carried in bodily fluids and can be transmitted in saliva, seminal fluid, or blood.
7.2 Understand the principles of effective hand hygiene
Hand washing for hand hygiene is the act of cleansing the hands with or without the use of water or another liquid, or with the use of soap, for the purpose of removing soil, dirt, and/or microorganisms.
Medical hand hygiene pertains to the hygiene practices related to the administration of medicine and medical care that prevents or minimizes disease and the spreading of disease. The main medical purpose of washing hands is to cleanse the hands of pathogens (including bacteria or viruses) and chemicals which can cause personal harm or disease. This is especially important for people who handle food or work in the medical field, but it is also an important practice for the general public. People can become infected with respiratory illnesses such as influenza or the common cold, for example, if they donʹt wash their hands before touching their eyes, nose or mouth.
ʺIt is well‐documented that one of the most important measures for preventing the spread of pathogens is effective hand washing.ʺ As a general rule, hand washing protects people poorly or not at all from droplet‐ and airborne diseases, such as measles, chickenpox, influenza, and tuberculosis. It protects best against diseases transmitted through faecal‐oral routes (such as many forms of stomach flu) and direct physical contact (such as impetigo).
In addition to hand washing with soap and water, the use of alcohol gels is an effective form of killing some kinds of pathogens.
Effectiveness
This hygienic behaviour has been shown to cut the number of child deaths from diarrhoea (the second leading cause of child deaths) by almost half and from pneumonia (the leading cause of child deaths) by one‐quarter.[2] There are five critical times in washing hands with soap and/or using of a hand antiseptic related to faecal‐oral transmission: after using a bathroom (private or public), after changing a diaper, before feeding a child, before eating and before preparing food or handling raw meat, fish, or poultry, or any other situation leading to potential contamination and see below.[3] To reduce the spread of germs, it is also better to wash the hands and/or use a hand antiseptic before and after tending to a sick person. If your hands are not visibly dirty or soiled, washing oneʹs hands with a good hand antiseptic is the most effective overall way to prevent the spread of infectious disease.[ If your hands are dirty or soiled, washing your hands with soap and water followed by a good hand antiseptic is the most effective overall way to prevent the spread of infectious disease.
Soap and detergents
The application of water alone is inefficient for cleaning skin because water is often unable to remove fats, oils, and proteins, which are components of organic soil. To remove pathogens, two gallons of water per minute is needed in washing hands using flowing water.
Therefore, removal of microorganisms from skin requires the addition of soaps or detergents to water. Currently most products sold as ʺsoapsʺ are actually detergents, so that is the substance most used to wash hands.
Water temperature
Hot water that is comfortable for washing hands is not hot enough to kill bacteria. Bacteria grows much faster at body temperature (37 C). However, warm, soapy water is more effective than cold, soapy water at removing the natural oils on your hands which hold soils and bacteria.[5] Contrary to popular belief however, scientific studies have shown that using warm water has no effect on reducing the microbial load on hands.
Solid soap
Solid soap, because of its reusable nature, may hold bacteria acquired from previous uses. Yet, it is unlikely that any bacteria are transferred to users of the soap, as the bacteria are rinsed of with the foam.
Hand washing with soap Antibacterial soap
Antibacterial soaps have been heavily promoted to a health‐conscious public. To date, there is no evidence that using recommended antiseptics or disinfectants selects for antibiotic‐resistant organisms in nature. However, antibacterial soaps contain common antibacterial agents such as Triclosan, which has an extensive list of resistant strains of organisms. So, even if antibacterial soaps arenʹt selected for antibiotic resistant strains, they might not be as effective as they are marketed to be.
Hand antiseptic
A hand sanitizer or hand antiseptic is a non‐water‐based hand hygiene agent. In the late 1990s and early part of the 21st century, Alcohol rub non‐water‐based hand hygiene agents (also known as alcohol‐based hand rubs, antiseptic hand rubs, or hand sanitizers) began to gain popularity. Most are based on isopropyl alcohol or ethanol formulated together with a thickening agent such as Carbomer into a gel, or a humectant such as glycerin into a liquid, or foam for ease of use and to decrease the drying effect of the alcohol.
Alcohol rub sanitizers can prevent the transfer of health‐care associated pathogens (Gram‐negative bacteria) better than soap and water.
The increasing use of these agents is based on their ease of use and rapid killing activity against micro‐organisms.
Frequent use of alcohol‐based hand sanitizers can cause dry skin unless emollients and/or skin moisturizers are added to the formula. The drying effect of alcohol can be reduced or eliminated by adding glycerin and/or other emollients to the formula. In clinical trials, alcohol based hand sanitizers containing emollients caused substantially less skin irritation and dryness than soaps or antimicrobial detergents. Allergic contact dermatitis, contact urticaria syndrome or hypersensitivity to alcohol or additives present in alcohol hand rubs rarely occurs. The lower tendency to induce irritant contact dermatitis became an attraction as compared to soap and water hand washing.
Techniques
Soap and water
Conventionally, the use of soap and warm running water and the washing of all surfaces thoroughly, including under fingernails is seen as necessary. One should rub wet, soapy hands together outside the stream of running water for at least 20 seconds, before rinsing thoroughly and then drying with a clean or disposable towel. It has been shown that the use of a towel is a necessary part of effective contaminant removal, since the washing action separates the contaminants from the skin but does not completely flush them from the skin ‐ removing the excess water (with the towel) also removes the suspended contaminants. After drying, a dry paper towel should be used to turn off the water (and open the exit door if one is in a
restroom). Moisturizing lotion is often recommended to keep the hands from drying out, should oneʹs hands require washing more than a few times per day.
Hand antiseptics
Enough hand antiseptic or alcohol rub must be used to thoroughly wet or cover both hands. The front and back of both hands and between and the ends of all fingers are rubbed for approximately 30 seconds until the liquid, foam or gel is dry. The use of a hand antiseptic or alcohol rub is much quicker and more effective than hand washing with soap and water. Hand antiseptics and alcohol rubs with moisturizers will also not dry out the skin on hands as much as soap and water.
Drying
Effective drying of the hands is an essential part of the hand hygiene process, but there is some debate over the most effective form of drying in washrooms. A growing volume of research suggests paper towels are much more hygienic than the electric hand dryers found in many washrooms.
In 2008, a study was conducted by the University of Westminster, London, to compare the levels of hygiene offered by paper towels, warm air hand dryers and the more modern jet‐air hand dryers. The key findings were:
• after washing and drying hands with the warm air dryer, the total number of bacteria was found to increase on average on the finger pads by 194% and on the palms by 254%
• drying with the jet air dryer resulted in an increase on average of the total number of bacteria on the finger pads by 42% and on the palms by 15%
• after washing and drying hands with a paper towel, the total number of bacteria was reduced on average on the finger pads by up to 76% and on the palms by up to 77%.
The scientists also carried out tests to establish whether there was the potential for cross contamination of other washroom users and the washroom environment as a result of each type of drying method. They found that:
• the jet air dryer, which blows air out of the unit at claimed speeds of 400 mph, was capable of blowing micro‐organisms from the hands and the unit and potentially contaminating other washroom users and the washroom environment up to 2 metres away
• use of a warm air hand dryer spread micro‐organisms up to 0.25 metres from the dryer • paper towels showed no significant spread of micro‐organisms.
7.3 Understand ways in which your own health or hygiene might pose a risk to the individuals you support, or to other people at work
Personal hygiene may be described as the principle of maintaining cleanliness and grooming of the external body. It is in general looking after yourself.
Personal hygiene can be controlled by sustaining high standards of personal care and humans have been aware of the importance of hygiene for thousands of years. The ancient Greeks spent many hours in the bath, using fragrances and make‐up in an effort to beautify themselves and be presentable to others.
Maintaining a high level of personal hygiene will help to increase self‐esteem and confidence whilst minimising the chances of developing imperfections.
Poor Personal Hygiene
Failure to keep up a standard of hygiene can have many implications. Not only is there an increased risk of getting an infection or illness, but there are many social and psychological aspects that can be affected.
Poor personal hygiene, in relation to preventing the spread of disease is paramount in preventing epidemic or even pandemic outbreaks. To engage in some very basic measures could help prevent many coughs and colds from being passed from person to person.
Social aspects can be affected, as many people would rather alienate themselves from someone who has bad personal hygiene than to tell them how they could improve. Bullies may use bad personal hygiene as a way of abusing their victims, using social embarrassment as a weapon.
Poor personal hygiene can have significant implications on the success of job applications or the chance of promotion; no company wants to be represented by someone who does not appear to be able to look after themselves.
Many sufferers of mental illnesses like dementia or depression may need extra support and encouragement with their personal hygiene. Their carers should make sure that they have everything they need and assist them when permitted and when possible.
Food Hygiene
Probably the most important aspect of all, food hygiene is very closely associated with personal hygiene. Poor personal cleansing can have a very significant effect on the start and spread of many illnesses through contact with nutritional consumables, some that can be potentially lethal.
Aspects of Personal Hygiene
There are many contributory factors that make up personal hygiene with the main ones being washing, oral care, hair care, nail care, wound care, cleansing of personal utensils and preventing infection.
Personal hygiene is as it says, personal. Everybody has their own habits and standards that they have been taught or that they have learnt from others. It is essentially the promotion and continuance of good health
7.4 Be aware of common types of personal protective clothing, equipment and procedures and how and when to use them. Standard Precautions Standard precautions to be taken by staff include: Hand hygiene ‐ Hand hygiene. The importance of hand hygiene before and following individual care cannot be over emphasized. Personal Protective Equipment (PPE) ‐ this is used to prevent or reduce as far as possible, transmission of potentially infectious organisms, or dangerous substances. PPE includes:
Disposable Gloves Since June 1998, examination gloves have been classified as a medical device. This means that they must comply with European law, regardless of the material from which they are made, and carry a ‘CE’ mark, which demonstrates that safety and product performance have been monitored. A risk assessment should be carried out prior to glove use, in order to determine the best size and type of glove. Gloves must be worn for any contact with blood or body fluids, secretions, excretions, non‐intact skin, and mucous membranes. Gloves must be assessed for the nature of the task to be undertaken, such as sterile or unsterile use. Staff should be instructed in the use of gloves, in terms of putting on, taking off, and appropriateness of use. Gloves should be single use, well fitting, and powder free. The glove material of choice must be carefully considered: o Natural rubber latex (NRL) is biodegradable, combustible, has good sensitivity, and due to its non‐permeability, is an excellent barrier against blood borne viruses. However, it is also listed under COSHH as being a hazard to health, as it can cause an allergic response ranging from mild dermatitis, to severe anaphylactic shock. There are many components such as vulcanising agents, accelerators, preservatives, colourants, and a host of other processing aids, used in the manufacture of NRL gloves. When these are exposed to the naturally occurring proteins found in NRL, allergy and sensitisation can occur. Latex allergy is both a serious condition in latex allergic patients and clients, and a significant occupational health problem. However, if latex gloves are used the following applies: 1. A risk assessment, regularly reviewed and documented, assessing the potential/actual latex sensitivity status and skin condition of the worker, must be carried out. 2. Similarly, individuals should be assessed on admission for potential latex sensitivity (previous history, specific IgE testing, etc). 3. Latex gloves must not be powdered, and must be low protein (less than 50mcg of protein per gram of rubber). 4. There should be a latex allergy policy within each care home, with clear monitoring and reporting systems, information about latex allergy, product lists, and alternative protection. Neoprene and Nitrile gloves are often used as an alternative to NRL, where there is a high risk of exposure to blood and body fluids (e.g. dentistry, surgery), or as an alternative for latex allergic workers/individuals. Vinyl gloves are generally recommended for low risk areas, where contact with blood and blood stained body fluids is unlikely. However, this may change in the near future, as vinyl production improves, and stronger components are added. Plastic/co‐polymer gloves must NOT be used as protective equipment in a healthcare setting. They have welded seams which often split, are porous, and poor fitting, compromising dexterity and safety. This type of glove is often used in the catering industry. Plastic Aprons and Gowns Plastic Aprons: 1. The purpose of wearing a plastic apron is to protect the clothing from contamination by microorganisms, blood or body fluids. 2. Plastic aprons are recommended for use as a barrier when performing tasks that carry a risk of contaminating the uniform of the healthcare worker, such as handling body fluids, changing dressings, bed bathing, or handling equipment from any contaminated source.
3. Plastic aprons are single use and must be discarded after completion of the intended task. As already stated for gloves, aprons should be easily accessible to staff, and stored in convenient, clean dry areas, but away from sources of contamination. Gowns: 1. Sterile gowns are used primarily in hospital or primary care settings, during operative procedures. 2. Within the care home setting, gowns are not necessary, unless exceptional circumstances apply. (This would be highly unusual, and would be under the direction of the Health Protection Team). Masks, visors, eye protection In most instances, within the care home setting, the use of masks, visors, and eye protection, is not necessary. 1. Masks should not be worn for routine care procedures. 2. The routine use of a respirator or mask for conditions such as TB is not necessary. 3. Visors and eye protection are necessary only for procedures where there is a high risk of splashing of blood and body fluids into the mucous membranes. Hard Surfaces
• Make the area safe, i.e. do not allow people to walk through the spillage and never leave the spillage unattended.
• All cuts, sores or abrasions must be covered with a waterproof dressing. � Wear disposable gloves and apron.
• Pick up any broken glass, china, needles or sharp objects with a dustpan and brush. DO NOT pick up sharps with hands.
• Small spots of blood can be wiped up with disposable paper towels soaked in bleach. • Larger blood spills can be covered with disposable paper towels, and a hypochlorite solution gently
poured over the spillage. • Leave for at least two minutes then carefully gather up the soiled towels. Wash the area thoroughly
with hot water and detergent and allow drying. Wipe over again with a hypochlorite solution. • Discard any remaining hypochlorite solution safely. • Discard gloves, aprons and any towels into the yellow clinical waste bag and seal the bag
appropriately. • Wash hands and dry thoroughly.
7.5 Be aware of principles of safe handling of infected or soiled linen and clinical waste
• Clinical waste includes ‘sharps’ such as needles, and used dressings
Laundry Guidelines
Introduction
Hygienic practices and common‐sense storage and processing of clean and soiled linen are recommended, although the risk of actual disease transmission from soiled linen (identified as a source of large numbers of pathogenic micro‐organisms) appears negligible. Control Measures
Soiled linen should be bagged for transporting around the home to minimise the risk of spreading micro‐organisms throughout the premises.
Sorting soiled linen before washing protects both machinery and linen from the effects of objects in the linen. However, sorting after washing minimises the direct exposure of staff to infective material in the soiled linen and reduces airborne microbial contamination in the laundry. Protective clothing and appropriate ventilation can minimise these exposures.
Biological soaps and detergents are recommended and hot water provides an effective means of destroying micro‐organisms. A temperature of at least 71°C (160°F) for a minimum of 25 minutes is commonly recommended for hot‐water washing. Chlorine bleach provides an extra margin of safety.
Alternatively, lower water temperatures of 22‐50°C combined with a carefully monitored and controlled wash formula and chlorine bleach can achieve a satisfactory reduction of microbial contamination. Instead of the micro‐biocidal action of hot water, low‐temperature laundry cycles rely heavily on the presence of the bleach.
Recommendations
1. Routine Handling of Soiled Linen
• Soiled linen should be handled as little as possible and with minimum agitation to prevent gross microbial contamination of the air and of staff handling the linen.
• All soiled linen should be bagged or put into carts at the location where it was used; it should not be sorted in patient‐care areas.
• Linen soiled with blood or body fluids should be deposited and transported in bags that prevent leakage.
2. Hot‐Water Washing
• If hot water is used, linen should be washed with a biological detergent in water at least 71°C (160°F) for 25 minutes.
3. Low‐Temperature Water Washing
• If low temperature (<70°C) laundry cycles are used, chemicals suitable for low‐temperature washing at proper use concentration should be used.
4. Transportation of Clean Linen
• Clean linen should be transported and stored by methods that will ensure its cleanliness.
Infection control
Waste Disposal
The Environment Protection Act 1990 states that waste (pertaining to Care Homes) must be disposed of as follows:
Black Bag Normal household waste (not for storing or transporting clinical waste)
Yellow Bag Waste destined for incineration ‐ body waste (which cannot be disposed of in a sluice), pads, wipes, dressings, soiled tissues, etc
The employer must ensure that arrangements are adequate for the prompt removal of waste via licensed waste carriers.
It is good practice to collect ʺhouseholdʺ waste from the rooms in white bags. These can be subsequently bulked up into black bags.
The important thing to remember is that there are sound practices in place to keep clinical waste separate at all times.
Sharps Disposal
Sharps is a term used to refer to items which may puncture the skin when contaminated with blood or other bodily fluids, e.g.:
Needles
Blades
Stitch cutters
Syringes
Ampoules
IV administration sets, blood transfusion sets, etc
• Sharps disposal boxes should always be provided in adequate supply. • After use all sharps should be discarded with minimal handling. • Sharps must always be placed in the sharps boxes provided and NEVER in general rubbish bags
or clinical waste bags. • Sharpes should never be rammed into sharps boxes. • Rip sets should be disposed of whole. • All accidents involving sharps must be reported to the Nurse‐in‐Charge and the procedure for
needlestick injury followed.
Needlestick Injury
• Any injury involving sharps must be reported immediately to the Nurse‐in‐Charge and/or Nurse Administrator.
• The Accident Book and Accident Report Form should be filled out. • Person‐in‐Charge must contact the Doctor attached to the Home.
The injured person must attend surgery along with, if possible, the identified individual on whom the needle was used. Blood samples will be taken and tested.
If injury occurs outside normal surgery hours, then the injured person must attend the Accident and Emergency Department of the local hospital.
Prevention of Cross Infection
Care staff need to take every precaution to prevent infection spreading within the Home and ensure that individuals do not suffer from potential sources of infection in their surroundings.
Personal Hygiene for Health Care Staff
Care Staff should wash their hands whenever they have become soiled and there is a potential risk of passing on an infection.
Care Staff must:
• maintain a high standard of personal cleanliness at all times;
• Report to the Person‐in‐Charge any cold or flu symptoms or other infectious disease or condition;
• Cover any open wounds
8. PROMOTING FIRE SAFETY IN THE WORK SETTING 8.1 Understand practices that prevent fires from:
Fire safety law and guidance documents for business
The Regulatory Reform (Fire Safety) Order 2005 (FSO) came into effect in October 2006 and replaced over 70 pieces of fire safety law.
The FSO applies to all non‐domestic premises in England and Wales, including the common parts of blocks of flats and houses in multiple occupation (HMOs). The law applies to you if you are:
• responsible for business premises • an employer or self‐employed with business premises • responsible for a part of a dwelling where that part is solely used for business purposes • a charity or voluntary organisation • a contractor with a degree of control over any premises • providing accommodation for paying guests
Under the FSO, the responsible person must carry out a fire safety risk assessment and implement and maintain a fire management plan. Further information on what you need to do when carrying out a risk assessment is available in the 5‐step fire risk assessment checklist below.
In addition, more detailed advice and guidance on the implementation of a fire risk management plan can be found in the series of guidance documents available below or on the Fire Gateway website (see link on right). The more technical guidance documents have been produced with specific types of business premises in mind.
If, having completed a fire risk assessment, you need more practical advice or information, you local Fire and Rescue Authority may be able to help. You may feel more comfortable employing a fire safety
specialist to help you. Companies providing fire safety services are listed in local directories. Alternatively you may be able to ask your insurer for a recommendation.
• Starting What are the main causes of fire?
• Smoking • Arson
• Naked lights • Static
• Machinery • Hot surfaces
• Spontaneous ignition • Electricity
How does fire spread?
In many fire situations the fuel is already present and oxygen is present in the air so all that is needed for fire to start and spread is for the heat to reach a high enough level for fire. Heat travels in three ways:
• Conduction: Steel (for example) conducts heat to another part of the building
• Convection: hot gases rise drawing in fresh air and heating upper surfaces
• Radiation: heat energy can leap across gaps like the sun Spreading The Regulations provide for minimum fire safety standards where people work, which includes shared areas and means of access to the workplace. Fire precautionary measures are of particular importance of course in Care and Care Homes where clients, some of whom are infirm or even bedridden, are especially vulnerable.
It is the duty of staff to ensure that individuals are conversant with the fire procedure where realistic.
The main headings to the Regulations include:
• Risk assessment; • Fire detection and warning; • Means of escape in case of fire; • Provision of fire‐fighting equipment; • Planning for the emergency and training staff; • Maintenance and testing of fire safety equipment. 1. Risk assessment
To conduct a suitable fire risk assessment in a care home the assessor needs to have a degree of fire safety competence.
In order to conduct an adequate fire risk assessment the following should be recorded.
• Name and location of the Home • Date • Fire Risk Assessment Area • Number of
• Number of Individuals & Persons Employed o How many sleep? o Their familiarity with the premises o Their mobility • Identification of sources of ignition • Location of combustible materials • Identification of persons at significant fire risk • Identification of physical features which could promote or spread a fire • Suitability of fire detection equipment • Check how people can get out safely • Provision of fire‐fighting equipment • Knowledge of emergency evacuation procedures in the event of a fire • Priority Action Plan following the assessment • Name of Fire Risk Assessor • Competence of Fire Risk Assessor
8.2 Be aware of emergency procedures to be followed in the event of a fire in the work setting
FIRE ACTION
STAFF FIRE PROCEDURE ‐ IN CASE OF FIRE
1. In the event of fire it is the first duty of all concerned to prevent injury or loss of life 2. For this purpose, staff should make certain that they are familiar with all means of escape in case of fire.
Since there may be an opportunity in the event of a fire to attack it with the nearest fire extinguisher, staff should be familiar with how to use them
3. Immediately a member of staff discovers a fire or one is reported, then the ALARM MUST BE SOUNDED by operating the nearest fire alarm call point. The location of the fire must be reported to the person in charge
4. The person in charge is responsible that the fire service is called on sounding the fire alarm. The fire service should be called by dialling 999 and give the operator your telephone number and ask for the fire service
When the fire service replies give the call distinctly: (exact address)
FIRE AT : CARE HOME MINEHEAD ROAD
NORTON FITZWARREN TAUNTON TA2 6NS
Do not replace the receiver until the call has been acknowledged by the fire service and the address repeated to you correctly
5. Immediately after the fire alarm is sounded staff should: • Ensure that all clients and visitors leave the premises by the nearest escape route available • Close all doors on evacuation of the premises • When the persons leaving the premises have been evacuated to the pre‐determined assembly point
immediately take account of all present and notify the fire service if any persons are missing and thought to be still in the building
6. No staff or guests should re‐enter the building until a person in authority has given the all clear to do so
• If possible, see that the doors and windows immediately surrounding the fire are closed • If a persons clothes are on fire wrap a blanket rug or similar article closely around them and lay them on
the floor to prevent the flames reaching the head • If electric al appliances are involved, switch off the current before dealing with the fire
Fire detection and warning
• Is the installed equipment adequate?
• Consider smoke alarms and heat sensing alarms.
• Are there enough?
• There should be zoned fire detection in larger premises for quick identification of location of fire.
Means of escape in case of fire
Once the occupants have been given warning of the existence of a fire they can (with appropriate assistance for bedridden and infirm individuals) attempt to escape. Assess the means of escape. In particular:
• Exits ‐ must be free from obstruction, easily opened and clearly marked. What is on the other side of the exit? This too must be free from obstruction so that people can get well away from the building on fire.
• Escape routes ‐ must be free from obstruction and clearly marked. • Travel distances ‐ escape routes should be so designed that travel distances to a safe exit are kept to
the minimum. • Internal fire spread ‐ escape routes should be protected ‐ i.e. any doors leading off of escape routes
should be at least 30 minute fire proof so that if a fire starts in a room off of the escape route other individuals have at least 30 minutes protected escape.
• Emergency lighting ‐ emergency lighting needs to be provided where sudden loss of light would create a risk. The system should provide adequate lighting for a safe escape powered by an independent source for at least one hour. This applies to nearly every care home. It is a legal requirement for a logged inspection of the emergency lighting system to be carried out every six months. Any shortfalls identified by this inspection should have been rectified immediately.
• Places of special fire risk ‐ the most obvious to many is the kitchen ‐ gas rings, hot fat, etc. Some may single out the laundry room. But consider this. Fires in these rooms usually start when someone is in attendance. It is statistically proven that the source of most serious fires in care homes is in individualsʹ rooms. A carelessly discarded cigarette. A portable fire placed too close to clothing or furniture. What smoking policies are in place? Are individuals allowed to smoke in their rooms? If a smoking lounge is provided, how are the cigarette butts discarded? Is heat detection installed? Individuals should never be allowed to have portable heaters in their rooms.
• Mechanical ventilation systems ‐ where provided they should be so designed that they only run for the period for which they are required ‐ i.e. they should shut off after a set period of time. are there any open ducts that
Provision of fire‐fighting equipment
• Are the extinguishers provided appropriate for the type of fire that they may be used on? • Are they easily accessible? (Access to them must NEVER be blocked). • Are there enough?
Planning for the emergency and training staff
• Plan for horizontal escape. Consider the provision of a ʺsafe roomʺ to which individuals can be evacuated. The room needs to be well protected against fire so that people can stay in it in relative safety until a rescue can be achieved if needed.
• Plan for vertical escape. If the room is above ground floor can individuals go from it via a protected escape route to exit? For those that are infirm or unable to walk, can the fire brigade effectively rescue them?
• When did the last fire drill take place? Fire drills must be carried out at least every six months. • Staff should be regularly trained in fire procedures. Therefore all staff must attend must attend Fire
Lectures every year.
Maintenance and testing of fire safety equipment.
• When were they last inspected? Fire extinguishers may go unused for many years, but they must be maintained in a state of readiness. For this reason, periodic inspection and servicing are required.
FIRE FIGHTING EQUIPMENT The most common type of fire‐fighting equipment is of course the portable fire extinguisher. Other equipment includes fire hose reels and fire blankets.
Fire extinguishers may be used to put out fires of limited size, as long as it is safe to do so. Such fires are grouped into four classes, according to the type of material that is burning. Class A fires include those in which ordinary combustibles such as wood, cloth, and paper are burning. Class B fires are those in which flammable liquids, oils, and grease are burning. Class C fires are those involving live electrical equipment. Class D fires involve combustible metals such as magnesium, potassium, and sodium and so are not of real interest here. Each class of fire requires its own type of fire extinguisher.
Class A fire extinguishers are usually water based. Water provides a heat‐absorbing (cooling) effect on the burning material to extinguish the fire. Stored‐pressure extinguishers use air under pressure to expel water.
Class B fires are put out by excluding air, by slowing down the release of flammable vapours, or by interrupting the chain reaction of the combustion. Three types of extinguishing agents—carbon dioxide gas, dry chemical, and foam—are used for fires involving flammable liquids, greases, and oils.
The extinguishing agent in a Class C fire extinguisher must be electrically non‐conductive. Both carbon dioxide and dry chemicals can be used in electrical fires.
The following table illustrates the various fire ʺclassesʺ and the types of extinguishers that should be used in conjunction with them.
9. SECURITY MEASURES IN THE WORK SETTING 9.1 Understand measures that are designed to protect your own security at work, and the security of those you support
• Work setting/situation is used to include workers who do not have a particular work place, such as personal assistants and home care workers
PEOPLE SECURITY
SECURITY PROCEDURES
No matter how many physical security devices are installed and regardless of their sophistication, they will be effective only if they are operated and used correctly and appropriate security procedures are adopted and maintained in respect of staff, clients and visitors. STAFF Recruitment It is essential for a homeʹs integrity and efficiency that it is staffed by trained and trustworthy employees. There are particular security aspects of recruitment which must be borne in mind. Checking Job Applications Before drawing up a short list of candidates for a job, application forms should be carefully checked, looking not only for evidence of relevant expertise but also for suspicious gaps in their job history. The reasons for such gaps might be innocent, i.e. domestic reasons necessitating time at home, or they might be more suspicious, i.e. a desire to prevent a particular ex‐employer being contacted because the applicant knows that an acceptable reference will not be provided. It might even indicate a term of imprisonment The existence of such a gap in employment is not, of itself, enough to require the application to be rejected if the person appears to be suitable in other respects, but it does indicate the need for incisive questioning at the interview. Employers should state that the Rehabilitation of Offenders Act 1974 does not apply in the case of staff employed in care and nursing homes and that all convictions otherwise considered ʺspentʺ must be. Taking up References Having interviewed the short‐listed applicants and decided which one should be appointed, the next step is to take up references. It is general practice in commerce and industry to check references with two most recent employers. Depending on the nature of the position in the home, i.e. the access it would provide to individuals, their possessions, drugs, etc, it may be wise to check for many years. The current registration of qualified nursing staff may be checked with the United Kingdom Central Council for Nursing, Midwifery and Health Visiting. There are also specialist screening agencies to which the checking of recruit credentials can be outsourced. Such agencies are recognised by the Home Office and must operate to Standards such as BS7499 which is principally aimed at the screening of security but the same principles apply. These measures are particularly recommended where child care is involved. Staff Discipline It should be emphasised that staff must maintain a professional approach at all times and that the integrity of the home is in the best interests of all concerned. Petty pilfering may be reduced by locking all stores, fridges and freezers and providing staff with lockers to store their personal belongings whilst on duty. It is acknowledged that in a sector where a high turnover of staff is a factor, poor disciplinary controls can easily create a situation which is out of control.
Controlling Gifts to Staff The vulnerable nature of many individuals in care, in association with the close relationship and dependence between staff and individuals, makes the giving of gifts a very sensitive subject. It must be shown that no undue influence has been exercised. For this reason Home Life suggests that it should be the policy of the home not to receive anything but the smallest token gifts. This policy must be brought to the attention of the staff, possibly as a condition in their contracts of employment and to individuals, perhaps in the initial brochure or meeting. If a individual is insistent about making a gift, e.g. a substantial legacy, consult a solicitor immediately and consider advising the individualʹs close family of the position in order to avoid any future suggestion that undue influence was brought to bear on the individual. Staff should be issued with clear guidance on the subject and instructed to bring offers of gifts to the attention of management and to centrally hand in any gift which is valued beyond trivial amounts, so that conflicts of interest may be avoided and the client can be handled as sensitively as possible if it is decided to return the gift. Staff Training Training should be given to all appropriate staff in all aspects of the security implementation at the premises. This is particularly important with respect to security systems which need to be operated both routinely and in the event of an incident. One of the worst experiences that can befall the person responsible for security is to have an incident occur which could have been thwarted by the correct use of installed systems or established procedure, only to find that the staff on duty did not understand what to do. Ensure that formal training is given and also that staff sign to acknowledge that they have been given and have understood this training. Where there is a risk of clients being violent, there is also a responsibility at law for employers to ensure that staff are given adequate training in handling such incidents. This is not only in respect of personal defence during attack or client restraint but also in respect of anti‐confrontation techniques whereby training can be given in the early recognition of the risk and methods of diffusing the risk. Medical and nursing staff may be better equipped than most in these areas, but the risk may equally apply to ancillary workers, such as regular cleaners and maintenance staff, who also come into frequent contact with clients. After such incidents, it must be recognised that staff may not immediately show any sign of being affected adversely, especially if no injury has been suffered. However, in all cases, victim support should be offered and it is good practice to have the member(s) of staff interviewed or take part in a group session directed by a trained victim support counsellor. CLIENTS Clients and their possessions should be provided with a reasonable and secure environment. If a client becomes temporarily confused and liable to make violent attacks on other people, discussions should be held with both his family and doctor concerning possible medication or arrangements for admittance (be it temporary or permanent) to an appropriate hospital until the crisis is over. If this is not done and an attack is made which could reasonably have been expected, the proprietor could face serious civil action for negligence. This could equally be the case should such a client depart from the premises without the knowledge of the staff and commit an attack or crime in the community.
Clients will naturally wish to surround themselves with possessions which have sentimental value. From the homeʹs point of view it is wise to ensure that only the minimum amount of valuables remains in the possession of clients. This difficulty may be overcome by stressing to clients and their relatives that whilst safety deposit boxes are available, no liability can be accepted by the home for their use or misuse, howsoever occasioned. This point should be made clear in any promotional literature and should also be contained in all contractual agreements with clients. However, clients must decide for themselves and should they choose to, they must make their own insurance arrangements. VISITORS As the purpose of many homes is to provide as close to a normal existence as possible for clients, it may be offensive to check visitors in and out or require badges, etc. Therefore security must be unobtrusive. However, staff should be advised to challenge all strangers politely. An offer to help or give directions is usually the best way to make such an approach. The question of car parking control is often a security‐related issue which is added to by visitor traffic. If car parking facilities are available, no matter how few spaces are provided it is best to allocate a reasonable number for visitors parking. This may avoid the problem of obstruction being caused by indiscriminate parking, especially that of fire exit routes or ambulance access. One problem which may be faced by premises with parking, particularly in busy areas, is abuse of the facility by third parties. In these cases it may be necessary to implement some kind of access control (such as barriers) or access denial (such as removable/lockable posts) for vehicles. ANTI‐ARSON PRECAUTIONS The risk of arson in care premises may be heightened due to the nature of some types of client. It is, therefore, wise to enforce good housekeeping disciplines such as the regular removal of combustible waste and regular checks by staff for signs of fire or preparation for the possible lighting of a fire in remote areas, particularly towards the end of the working day. Many of the security measures mentioned in this section will contribute positively to anti‐arson precautions. The maintenance of all fire prevention measures and equipment is also extremely important in this context. CONTINGENCY MEASURES AND CRISIS MANAGEMENT Security procedures should also include contingency instructions for staff to follow in the event of incidents. Examples of specific subjects are: (a) a client being found to be missing (b) an accusation of theft or assault made by a client (c) an anonymous threat being made, e.g. a bomb warning or a contamination claim (d) the press or media requesting details of an incident Any one of the above events can pose a commercial risk to the business if not reacted to in the correct manner from the outset. Again, consultation with an independent security expert who specialises in these areas can be very cost effective.
9.2 Know the agreed ways of working for checking the identity of anyone requesting access to premises or Information
Agreed ways of working may mean formal policies or procedures where they exist. This applies to workers who are employed by people who use services, or similar, as well as to workers employed by larger companies and self employed workers. All people entering the home must make themselves known to the Person in Charge, or their deputy. Mostly, these will be people who are known to the home and will be welcome to enter. In recent years people have entered a care home and harmed or have stolen from staff and individuals. Whilst many problems may be caused by staff or individuals themselves, unknown intruders and persons unknown poise a threat to the home, its staff and individuals.
• The use of CCTV cameras may be used to entrance areas for security and to capture on film those entering the home
• The managers must ensure the security of the premises; • The manager must ensure the security of service users based on an assessment of their
vulnerability. Anyone entering the home must be seen and asked what their reasons for being in the home, politely and helpfully, they may be asked for their name and relationship with the home/individual. They may be asked for identification, if they are not known, such as a new inspection officer or an electrician or other worker or visitor. Some will have security cards stating who they are and some may need to be checked for authenticity. Any concerns must be given to the Person in Charge or their deputy. In extreme cases the police may need to be called 10. MANAGING STRESS 10.1 Recognise common signs and indicators of stress in yourself and others stress can have positive as well as negative effects, but in this standard the word is used to refer to negative stress Stress Warning Signs and Symptoms Cognitive Symptoms Emotional Symptoms • Memory problems • Inability to concentrate • Poor judgment • Seeing only the negative • Anxious or racing thoughts • Constant worrying • Moodiness • Irritability or short temper • Agitation, inability to relax • Feeling overwhelmed • Sense of loneliness and isolation • Depression or general unhappiness
Physical Symptoms Behavioural Symptoms • Aches and pains • Diarrhoea or constipation
• Nausea, dizziness • Chest pain, rapid heartbeat • Loss of sex drive • Frequent colds • Eating more or less • Sleeping too much or too little • Isolating yourself from others • Procrastinating or neglecting responsibilities • Using alcohol, cigarettes, or drugs to relax • Nervous habits (e.g. nail biting, pacing) 10.2 Be aware of circumstances that tend to trigger stress in yourself and others
Stressors usually fall into the following categories:
• Emotional stressors, which can also be thought of as internal stressors, include fears and anxieties (such as worries about whether youʹll be fired or whether youʹll make a good impression on a blind date) as well as certain personality traits (such as perfectionism, pessimism, suspiciousness, or a sense of helplessness or lack of control over oneʹs life) that can distort your thinking or your perceptions of others. These stressors are very individual.
• Family stressors can include changes in your relationship with your significant other, financial problems, coping with an unruly adolescent, or experiencing empty‐nest syndrome.
• Social stressors arise in our interactions within our personal community. They can include dating, parties, and public speaking. As with emotional stressors, social stressors are very individualized (you may love speaking in public, while your colleague shakes in his boots at the mere suggestion).
• Change stressors are feelings of stress related to any important changes in our lives. This may include moving, getting a new job, moving in with a significant other, or having a baby.
• Chemical stressors are any drugs a person abuses, such as alcohol, nicotine, caffeine, or tranquilizers.
• Work stressors are caused by the pressures of performing in the workplace (or in the home, if that is where you work). They may include tight deadlines, an unpredictable boss, or endless family demands.
• Decision stressors involve the stress caused by having to make important decisions, such as the choice of a career or a mate.
• Phobic stressors are those caused by situations you are extremely afraid of, such as flying in airplanes or being in tight spaces.
• Physical stressors are situations that overtax your body, such as working long hours without sleep, depriving yourself of healthy food, or standing on your feet all day. They may also include pregnancy, premenstrual syndrome, or too much exercise.
• Disease stressors are the products of long‐ or short‐term health problems. These may cause stress (say, by preventing you from being able to leave your bed), be triggered by stress (such as herpes flare‐ups), or be aggravated by stress (such as migraine headaches).
• Pain stressors can include acute pain or chronic pain. Like disease stressors, pain stressors can cause stress or be aggravated by stress.
• Environmental stressors include noise, pollution, a lack of space, too much heat, or too much cold.
10.3 Know ways to manage stress
Treatment of work‐related stress
Self‐help
There are a number of ways to reduce the negative impact of stress. Most of these involve examining how you go about your work.
One of the most important factors is managing your time more effectively. Prioritise tasks, delegate where you can and make sure you donʹt take on more work than you can handle. Take regular breaks at work and try to finish one task before starting another. Other things that you can do yourself include the following.
• Make sure your work environment is comfortable. If it isnʹt, ask for help from your organisationʹs health and safety officer.
• If possible, donʹt work long hours ‐ sometimes projects need extra time, but working long hours over many weeks or months doesnʹt generally lead to more or better results at work.
• Take a look at your relationships with your colleagues ‐ do you treat each other with respect and consideration? If not, try to find a way to improve relationships with your colleagues.
• Find out if your organisation offers flexible working hours.
Itʹs important to talk directly to your manager about work‐related stress. He or she has a duty to take reasonable steps to try to resolve the problem. Explain how youʹre feeling and discuss your workload. If you find talking about your concerns difficult, it may help to make notes during your discussion. Itʹs worth asking if your organisation has any policies on harassment, bullying or racism. Ask your human resources department how to challenge these policies and make sure you know what support there is for you if you decide to do this.
There are things you can do outside of work to help reduce your stress levels. Try to exercise every day if possible. Exercise helps to use up the stress hormones that cause your symptoms, giving you a sense of wellbeing and helping your muscles to relax. Even a brisk walk for 30 minutes a day will combat stress.
Other self‐help steps are listed below.
• Talk to a friend or relative ‐ this is a good way to get your worries off your chest. It can give you a fresh perspective and help to make stressful situations more manageable.
• Donʹt drink too much alcohol or caffeine, or smoke. Instead of helping, these stimulants may increase your stress levels.
• Eat regular meals and a healthy, balanced diet with plenty of fruit and vegetables. • Take up a new hobby or interest to take your mind off things. • Have some fun ‐ meet your friends or do something you love. • At the end of each day, reflect on what youʹve achieved rather than worrying about future work.
Donʹt be too hard on yourself and remember to take each day as it comes.
You may need to take some time off work, but this isnʹt always advised.
Stress management
Itʹs impossible to escape pressure at work altogether, so you need to learn how to manage stress effectively.
There are four basic approaches to dealing with stress:
• removing or changing the source of stress • learning to change how you react to a stressful event • reducing the effect stress has on your body • learning alternative ways of coping
Stress management techniques aim to promote one or more of these approaches. You can learn these techniques from self‐help books, attending a stress management course, or at therapy sessions run by a counsellor or psychotherapist.
Talking therapies
These can include Cognitive Behavioural Therapy (CBT), which challenges negative thought patterns and helps you to react differently to events. CBT is often available at GP surgeries.
Medicines
Your GP may prescribe you medicines. If youʹre suffering from depression and anxiety, you may be prescribed antidepressants.
Complementary therapies
Aromatherapy, reflexology and massage may provide a quiet, relaxed environment in which to wind down.
Learning relaxation techniques such as meditation, self‐hypnosis, and visualisation and, breathing exercises can also help you to relax. Yoga and Pilates may also help relieve muscle pains and help you control your breathing in stressful situations. They may also help you sleep better and relieve stress‐related physical pains such as stomach pains and headaches
11. FOOD SAFETY, NUTRITION AND HYDRATION 11.1 Understand the importance of food safety, including hygiene, in the preparation and handling of food RELEVANT FOOD HYGIENE BASIC REQUIREMENTS The person registered shall, taking account of the size of the home and the number, age, sex and condition of the home:
• ‘provide sufficient and suitable kitchen equipment, crockery and cutlery together with adequate facilities for the preparation of food and, so far as may be reasonable and practicable in the circumstances, adequate facilities for individuals to prepare their own food and refreshments’
• ‘supply suitable, varied and properly prepared wholesome and nutritious food in adequate quantities for individuals’
• ‘make, after consultation with the local environmental officer, suitable arrangements for maintaining satisfactory conditions of hygiene in the home’
• ‘provide adequate kitchen equipment, crockery and cutlery and adequate facilities for the preparation of food’
• ‘supply adequate food for every client’.
The Food Law 2007 replaces the previous legislation, but the requirements are almost the same as those they replace, except in that the new requirement is that food businesses must have a ‘documented food safety management system’ so they can demonstrate what they do to make sure that the food produced is safe to eat and have this written down FOOD HYGIENE Food Safety Act 1990 Wide ranging legislation designed to ensure all food produced and offered for sale is safe to eat and is not advertised or presented in a misleading manner. The 1990 Act provides the enforcement authorities, i.e. the Environmental Health Officers of the Local Authority, with powers to order improvements or even closure in appropriate circumstances. The Food Safety (General Food Hygiene) Regulations 1995 These regulations apply to all food retailers, caterers, processors, manufacturers and distributors. The regulations place two general requirements on the owners of food businesses.
• To ensure that all food handling operations are carried out hygienically and according to ‘Rules of Hygiene’
• To systematically identify and control all potential food safety hazards • There is an obligation on any food handler who may suffer from a disease which could be
transmitted through food to report this to the employer, who may be obliged to prevent the person concerned from handling food
The Food Safety (Temperature Regulations) 1995
• These govern the temperature at which food can be kept safely and for how long. There are 2 important temperatures for food safety: 8 degrees centigrade and 63 degrees centigrade.
• Foods which degrade must be held at no more than 8 degrees centigrade and below to minimise micro‐biological multiplication, and food heated to 63 degrees centigrade and above which kill off micro‐organisms
• An exception to this rule is food on display that can be kept for four hours, low risk food and preserved foods. There may be exceptions where there is scientific evidence
Safety Factors
• Only use food within its ‘sell‐by’ or ‘best before’ dates • Take food home and put it straight in the fridge or freezer • Use a Cool Bag when bringing cooled or frozen food from a shop or supermarket • Keep refrigerator temperature at 8 degrees centigrade and below • Use a refrigerator or freezer thermometer, check thermometer annually or calibration • Record all temperatures daily in a defined book • Replace refrigerator if it does not meet 8 degrees centigrade and lower • Cool hot or warm food before it goes in the refrigerator, as it may affect the temperature • Do not open refrigerator or freezer door unnecessarily, and close as soon as possible • Do not overfill the refrigerator, allow air to circulate • Do not mix raw and cooked foods • Do not mix dairy products and raw foods • Store raw foods in lower compartments, and cooked foods above
• Place all food in covered or sealed containers • Date and state all food once opened • Cook food thoroughly, following instructions • Use food thermometer for testing temperatures of food • Check microwave timings as they can vary depending on power • Do not reheat food more than once, once reheated eat soon after
11.2 Understand importance of good nutrition and hydration in maintaining well‐being FOOD, MEALS AND MEALTIMES General Principles Individuals regard the food they are given as one of the most important factors in determining their quality of life. It is important in maintaining their health and wellbeing. Failure to eat – through physical inability, depression, or because the food is inadequate or unappetising – can lead to malnutrition with serious consequences for health. Care staff should monitor the individual individual’s food intake in as discreet and unregimented a way as possible. Care and tact should always be used. The availability, quality and style of presentation of food, along with the way in which staff assist individuals at mealtimes, are crucial in ensuring individuals receive a wholesome, appealing and nutritious diet. The social aspects of food and its preparation, presentation and consumption – are likely to have played a significant part in most people’s lives, and it is important that homes make every effort to ensure this remains so for individuals once they move into care. While it is recognised that many individuals will no longer be able to play an active part in preparing food – even snacks and light refreshment – many still want to retain some capacity to do so. In these situations, restriction on access to main kitchens because of health and safety considerations may present problems. It is important that homes look at alternative ways of maintaining individuals’ involvement, for example, by providing kitchenettes, organising cooking as part of a range of daily activities – and enabling individuals to be involved in laying up and clearing the dining rooms if they wish to, before and after mealtimes. Individuals’ food preferences, both personal and cultural/religious, are part of their individual identity and must always be observed. These should be ascertained at the point where an individual is considering moving into the home and the home must make it clear whether or not those preferences can be observed. Homes must not make false claims that they can properly provide kosher, halal, vegetarian and other diets if they cannot observe all the requirements associated with those diets in terms of purchase, storage, preparation and cooking of the food. The routines of daily living and activities made available are flexible and varied to suit clients’ expectations, preferences and capacities. Clients have the opportunity to exercise their choice in relation to food, meals and mealtimes. Clients find the lifestyle experienced in the home matches their expectations and preferences, and satisfies their social, cultural, religious and recreational interests and needs. Clients’ interests are recorded and they are given opportunities for stimulation through leisure and recreational activities in and outside the home which suit their needs, preferences and capacities; particular consideration is given to people with dementia and other cognitive impairments, those with visual, hearing or dual sensory impairments, those with physical disabilities or learning disabilities.
Up to date information about activities is circulated to all clients in formats suited to their capacities. The registered person ensures that clients receive a varied, appealing, wholesome and nutritious diet, which is suited to individual assessed and recorded requirements, and that meals are taken in a congenial setting and at flexible times.
A healthy diet is one that helps maintain or improve health. It is important for the prevention of many chronic health risks such as: obesity, heart disease, diabetes, and cancer.
A healthy diet involves consuming appropriate amounts of all nutrients, and an adequate amount of water. Nutrients can be obtained from many different foods, so there are a wide variety of diets that may be considered healthy diets. A healthy diet needs to have a balance of macronutrients / energy ( fats, proteins, and carbohydrates ) and micronutrients to meet the needs for human nutrition without inducing toxicity from excessive amounts.
Dietary recommendations
There are a number of diets and recommendations by numerous medical and governmental institutions that are designed to promote certain aspects of health. Evidence supports the consumption of polyunsaturated fats instead of saturated fats as a measure of decreasing coronary heart disease.[2]
World Health Organization
The World Health Organization (WHO) makes the following 5 recommendations with respect to both populations and individuals:[3]
• Achieve an energy balance and a healthy weight • Limit energy intake from total fats and shift fat consumption away from saturated fats to
unsaturated fats and towards the elimination of trans‐fatty acids • Increase consumption of fruits and vegetables, legumes, whole grains and nuts • Limit the intake of simple sugar • Limit salt / sodium consumption from all sources and ensure that salt is iodized
Other recommendations include:
• Sufficient essential amino acids (ʺcomplete proteinʺ) to provide cellular replenishment and transport proteins. All essential amino acids are present in animals. A select few plants (such as soy and hemp) give all the essential acids. A combination of other plants may also provide all essential amino acids. Fruits such as avocado and pumpkin seeds also have all the essential amino acids.[4][5]
• Essential micronutrients such as vitamins and certain minerals. • Avoiding directly poisonous (e.g. heavy metals) and carcinogenic (e.g. benzene) substances; • Avoiding foods contaminated by human pathogens (e.g. E. coli, tapeworm eggs).
11.3 Recognise signs and symptoms of poor nutrition and hydration
Nutrition & Hydration Nutrition and hydration issues for individuals receiving care involve ethical decision making for the care team, individual and family members Holistic Aspects of Nutrition
• Physiological
• Social – sharing meals • Personal taste preferences • Cultural food preferences
Nutrition Most common nutritional problems for individuals are:
• Weight loss • Associated protein energy malnutrition • Depression • Adverse medication side effects
Factors affecting poor nutritional status
• Advanced dementia • Apathy • Fatigue • Paranoid behaviour
Assessment for dysphagia important to provide direction for oral feeding Potentially reversible causes
• Metabolic disorders such as thyroidism • Chronic infections • Alcoholism (nutrient malabsorption) • Oral health factors • Use of therapeutic diets • Vitamin deficiencies
Oral Nutrition
Oral nutrition rather than nasogastric enteral feeds is best practice management for older persons Requires diligent hand feeding program
• carer assisting with feeding should be seated at eye level with the individual • take time to establish a relationship • create a relaxing atmosphere
Nutrition at End‐of‐life Eating and drinking may no longer be of interest to the individual entering the end‐of‐life phase When interest in food and fluid becomes minimal the individual should not be forced to receive them Artificial hydration Artificial hydration should be considered in the palliative approach where dehydration results from potentially correctable causes:
• over treatment of diuretics and sedation • recurrent vomiting • diarrhoea • hypocalcaemia
End‐of‐life The provision of artificial nutrition and hydration may be detrimental to the dying person The desire to feed stems from the belief that dehydration in a person close to death is distressing Artificial Hydration Adverse effects of fluid accumulation caused by artificial hydration at end‐of‐life:
• increased urinary output • increased fluid in GI tract – vomiting • pulmonary oedema, pneumonia • respiratory tract secretions • ascites • Feeding at end‐of‐life
– Continuing PEG feeding at end‐of‐life may pose a burden on the dying person – Discussion with individual and carers to review benefits against potential burden – Individual’s best interests and preferences guide decision making – Tube feeding decision aid – Information on options and outcomes – Steps to decision making that are based on the individual’s preferences, personal values and
clinical situation – A documented treatment plan designed to put these steps into operation – Summary – Nutrition and hydration issues involve ethical decision making – Assessment and management of treatable causes – Potential for burden at end‐of‐life – Tube feeding decision aid
11.4 Be aware of ways in which to promote adequate nutrition and hydration
• Catering and care staff get to know individuals food choices and preferences, including ethnic, cultural and faith ones. Any special diet (for example, vegetarian, low fat or high protein) is recorded in your personal plan.
• Individuals are offered a daily menu that reflects your preferences. The menu varies regularly according to their comments and will always contain fresh fruit and vegetables.
• Individuals have a choice of cooked breakfast and choices in courses in their midday and evening meals.
• Meals are nutritionally balanced for individual’s dietary needs, for example, if they are diabetic or have poor kidney function.
• Individuals can have snacks and hot and cold drinks whenever they like. • If individuals are unable to say if you are getting enough to eat or drink, staff will keep an eye on
this for them. If there are concerns, staff will explain them to you or your representative. With their agreement, staff will take any action needed, such as seeking advice from a dietitian or GP.
• Individual’s meals are well prepared and presented. All food handling follows good food hygiene practices.
• Individuals are free to eat your meals wherever they like, for example in their own room or in the dining room. They can eat them in their own time.
• You must be able to eat and enjoy your food. If you need any help to do so (for example, a liquidised diet, adapted cutlery or crockery, or help from a staff member), staff will arrange this for them
• Staff will regularly review anything that may affect individual’s ability to eat or drink, such as dental health. They will arrange for them to get advice.
GLOSSARY OF WORDS USED IN THE REFRESHED COMMON INDUCTION STANDARDS
Additional guidance is given alongside the standards to explain some words and terminology used. However below are additional explanations relating to other terms referred to within the context of the standards. WORDS USED ABOUT PEOPLE Individual(s) The person or people receiving care or support. Manager/Line Manager The person who is directly responsible for supervising a worker, or who has responsibility for a workplace where one or more workers may visit or work. Looking at all the new work roles emerging in adult social care, this role might include someone (e.g. an individual receiving direct payments) instructing a personal assistant or a volunteer. Carers “A carer spends a significant proportion of their life providing unpaid support to family or potentially friends. This could be caring for a relative, partner or friend who is ill, frail, disabled or has mental health or substance misuse problems.”(Source: Carers at the Heart of the 21st Century, DH 2008) Worker Anyone who has a role caring for or supporting one or more individuals, having been recruited to that role through a social care sector organisation or an individual. A worker may be a paid employee, self‐employed or a volunteer. WORDS USED ABOUT WORK AND WORK DOCUMENTS Advance Care Planning The process of identifying future individual wishes and care preferences. This may or may not result in the recording these discussions in the form of an Advance Care Plan. Care plan A required document that sets out in detail the way daily care and support must be provided to an individual. Care plans may also be known as ‘plans of support’, ‘individual plans’, etc. Continuing Professional Development (CPD) An ongoing and planned learning process that contributes to personal and professional development and can be applied or assessed against competences and organisational performance. This can include the development of new knowledge, skills and competences. Comprehensive induction can be viewed as the initial building block of an ongoing CPD process. Skills for Care provide CPD support to adult social care employers and workers. Functional skills / Skills for Life These terms refer to the skills of reading, writing and handling numbers in various forms and at various levels. “Skills for Life” is the term used for ‘entry level’ skills, but you may find these terms used loosely and interchangeably.
Person‐centred approaches to care planning and support which empower individuals to make the decisions about what they want to happen in their lives. These decisions then form the basis for any plans that are developed and implemented. Personal development plan This may have a different name but essentially it is a required Document drawn up by a worker and line manager, setting out the learning needs, activities and qualification opportunities agreed as a route to develop the worker’s knowledge and skills over a stated period. Self care Common Core Principles to Support Self Care – www.skillsforcare.org.uk/selfcare Whistle blowing Raising concerns with appropriate authorities about the way care and support is being provided, such as practices that are dangerous, abusive, discriminatory or exploitative. WORDS USED ABOUT LEVELS OF KNOWLEDGE Be aware of To know that something exists (e.g. legislation about promoting equal rights), and what it is concerned with at a general level rather than in detail. Know / know how to have a clear and practical understanding of an area of work, with enough detail to be able to carry out any tasks or procedures linked with it. Understand To grasp the meaning of a concept and to grasp its broad purpose and principles (such as with legislation, policies and procedures). Recognise To understand a concept (e.g. equal opportunities) and how it affects the way work is carried out in practice