Transcript Promoting Excellence Exploring workforce development needs

NES/SSSC Promoting
Excellence Programme
and Human Rights
Session Outline/Potential Discussion
Points ?
Explore the context, enablers and challenges in embedding human rights in
workforce development;
Briefly overview the Promoting Excellence Framework and subsequent
workforce development programme ;
Focus on one specific example as an illustration of human rights based
approaches in one of the NES/SSSC national training programmes;
Reflect on, share and discuss issues around learning, teaching and
assessment approaches (not just the ‘what’ people need to know ’ but
the ‘how’ and the ‘who’ and ‘where ‘this sits in the context of wider
systemic and cultural change issues).
Policy Context
Standards of Care for Dementia in Scotland
• I have the right to a diagnosis
• I have the right to be regarded
as a unique individual
• I have the right to access a
range of treatment and
supports
• I have the right to end of life
care that respects my wishes
• I have the right to be as
independent as possible and
be included in my community
• I have the right to have carers
who are well supported and
educated about dementia
Promoting Excellence Framework
Knowledge and skills
framework for the
entire health and social
services workforce
• Stages in peoples
dementia journey
• Levels of knowledge
and skills
• Quality of Life Outcome
Indicators
Quality of Life Outcome Indicators
People with dementia…
•
have access to a timely and accurate
diagnosis of dementia
•
maintain their best level of physical,
mental, social and emotional wellbeing
•
feel empowered and enabled to exercise
rights and choice, maintain their identity
and to be treated with dignity and equity
•
feel safe and secure and are able to be as
independent as possible
•
are able to maintain valued relationships
and networks, and have the opportunity
to develop new ones both personal and
professional
•
with their families, friends and carers,
have access to the information, education
and support that enhances the wellbeing
of the person with dementia and those
that support them
•
•
have access to individuals, groups and
organisations that can support their
spiritual or personal beliefs and reflect
their cultural wishes
have access to quality services and can
continue to participate in community life
and valued activities
Dementia Champions Programme
Why pick this as an example ?
Human Rights
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the right to life (Article 2);
the right not to be tortured or
subjected to treatment or
punishment which is inhuman or
degrading (Article 3);
the right to liberty and security
(Article 5);
the right to respect for private and
family life (Article 8);
freedom of expression (Article 10);
prohibition of discrimination
(Article 14);
prohibition of the abuse of rights
(Article 17)
Risk of being in hospital for a
person with dementia
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Increase in mortality
Increased length of stay
Increase in adverse drug reactions
Early admission to long term care
Incidents of new incontinence
which becomes permanent
 Poorer cognitive functioning
 Increased levels of dependency on
discharge
 More likely to be prescribed anti
psychotic drugs
Why pick this as an example ?
• Challenging systemic issues in the NHS Acute General Hospital
and Social Services sector
• Particular issues for the workforce
• Programme subject to extensive to (external) evaluation –
sharing lessons learned.
• Workforce development as part of a bigger whole
General Information about the Programme
• Commissioned to UWS and Alzheimer Scotland – ‘human
rights’ focus explicit in the commissioning and tendering
process, alongside subject expertise.
• 6 month programme – 5 contact days, range of online learning
activities, 3 assessed work based activities, and community
placement.
• Over 400 health and social services staff now trained.
• Linked to the establishment of Alzheimer Scotland Nurses in
NHS Boards
Dementia Champions Programme- More Specific
Articles
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the right to life (Article 2);
the right not to be tortured or
subjected to treatment or
punishment which is inhuman or
degrading (Article 3);
the right to liberty and security
(Article 5);
the right to respect for private and
family life (Article 8);
freedom of expression (Article 10);
prohibition of discrimination
(Article 14);
prohibition of the abuse of rights
(Article 17)
Learning and Teaching
Approaches
• Underpinned by work of
Tom Kitwood (personhood,
rights, relationships and
citizenship).
• Promotion of ‘Getting to
Know Me’ and Life Story
work
• Co facilitation by people
with dementia, families
and friends
• Community placement
Dementia Champions Programme
Articles
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the right to life (Article 2);
the right not to be tortured or
subjected to treatment or
punishment which is inhuman or
degrading (Article 3);
the right to liberty and security
(Article 5);
the right to respect for private and
family life (Article 8);
freedom of expression (Article 10);
prohibition of discrimination
(Article 14);
prohibition of the abuse of rights
(Article 17)
Some Learning and Teaching and
Assessment Approaches
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Experiential learning - sensory
overload, reduced sensory capacity
and environmental stressors
designed to directly combat stigma
and discrimination experienced by
people with dementia who
experience stress and distress.
evokes a significant emotional
response
considerable effort while facilitating
this to ensure safety and the key
principles of autonomy, dignity and
respect are emphasised and linked to
the care they provide to the person
with dementia
Dementia Champions Programme
Articles
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the right to life (Article 2);
the right not to be tortured or
subjected to treatment or
punishment which is inhuman or
degrading (Article 3);
the right to liberty and security
(Article 5);
the right to respect for private and
family life (Article 8);
freedom of expression (Article 10);
prohibition of discrimination
(Article 14);
prohibition of the abuse of rights
(Article 17)
Learning and Teaching
Approaches
• The values, behaviour and role
modelling of the team
• Challenge in a safe environment
and ethos of respect and
reflection
• Assessment approach - workbased appreciative enquiry
‘supporting change’ activities
focussed on the quality of life
indicators
• Evaluation approach
Discussion Points ?
• Learning, teaching and assessment methodologies?
• Focus on ‘front line’ staff while also ensuring operational
management and strategic support and enablement?
• Workforce development (education and training) part of a
‘bigger’ policy and strategic whole and other ingredients for
success necessary.
• Needs of staff – resilience, support and supervision?
• Sustainability ?
• Equality and Diversity?
• Impact evaluation strategy?
Thank You