Hobday, J.H. et al. (2017) Research in Gerontological Nursing (10)2 pp. 58-65
The current project tested the feasibility and utility of the CARES® Dementia-Friendly Hospital™ (CDFH) program, a 4-module, online training program for nursing assistants (NAs) and allied hospital workers (AHWs) who provide care to individuals with dementia.
A single group pretest/posttest design was used for 25 hospital NAs/AHWs, and quantitative and qualitative data were collected to determine whether NAs’/AHWs’ knowledge of hospital-based dementia care significantly increased, and if CDFH was perceived as useful and acceptable.
Dementia care knowledge increased significantly (p < 0.001). Open- and closed-ended data suggested that the delivery of online training to NAs/AHWs to enhance dementia care is feasible, useful, and efficient.
Ongoing gaps in care exist for individuals with dementia in hospitals, and delivering robust training for NAs/AHWs may serve as an effective modality to enhance quality of dementia care in such settings.
Concerns persist over patients’ access to GPs and staffing levels
The House of Commons Public Accounts Committee has published Access to general practice: progress review. This follow-up report finds that the Department of Health and NHS England now have objectives to improve and extend access to general practice and have made some effort to understand the demand for extended access. However, the committee notes that extended hours are being introduced without an understanding of the level of access currently being provided, or how to get the best from existing resources.
The report also notes that despite the government’s target to recruit 5,000 more GPs, the overall number of GPs has reduced in the last year, and problems with staff retention have continued.
Health Education England has increased the number of trainee GPs recruited, but still did not manage to meet its recruitment target last year.
This report considers what the CQC knows about how effective it has been so far. The focus for this report is on the CQC’s main activities of registering, monitoring, inspecting and rating care services, enforcing against regulations and using their independent voice.
The Royal Medical Benevolent Fund (RMBF) has today re-launched its programme of support for UK medical students | OnMedica
In two new publications it encourages students to seek help and offers advice on how to cope with the demands of studying medicine.
The charity aims to support and protect the future of the medical profession, offering financial help in the form of grants for students facing critical and unexpected hardship while studying. Previously this support was offered in the form of loans, but by switching to grants the RMBF hopes to reach more students in need who may be wary of taking on additional debt.
A new downloadable publication, The Vital Signs for Medical Students, highlights key pressure trigger points for medical students and provides advice on managing stress during the rigours of medical education. A new-look leaflet, for distribution in medical schools, will also set out the support on offer and encourage students to seek help in difficult times.
The re-launched RMBF website also hosts an updated guide to medical student finances, which provides information on sources of funding, advice on applying for bursaries and grants, and tips for saving money as a student.
The Educator Hub is a web-based multiprofessional e-learning resource for clinical educators | HEE
It brings together video-based modules from HEE Kent, Surrey, Sussex’s etft platform together with the more academic ones from London’s Multiprofessional Faculty Development site. Nearly 50 modules will be available initially, with complementary resources from elsewhere to be included in due course.
Modules are linked to the new ‘Professional Development Framework for Educators’ which is being adopted in London and South East in the first instance. The framework domains map to professional regulatory standards for education and training including HEE’s Quality Framework standards and are applicable to all educators working in clinical practice and Higher Education Institutions (HEIs) as guidance for best practice.
The framework areas are:
Ensuring safe and effective patient care through training
Establishing and maintaining an environment for learning
Teaching and facilitating learning
Enhancing learning through assessment
Supporting and monitoring educational progress
Guiding personal and professional development
Continuing professional development as an educator