PROFILE OF LEARNING OPPORTUNITIES.

Transcription

1 Northumbria Healthcare Foundation Trust PROFILE OF LEARNING OPPORTUNITIES. Elderly Care- Jubilee Day Hospital 09

2 GUIDANCE FOR PRACTICE PLACEMENT EDUCATORS AND STUDENTS. This profile of learning opportunities is a document that details learning opportunity within your placement. This file is a growing and dynamic document, with staff and students being responsible for keeping it updated and relevant for their clinical area. It is intended that practice placement educators and students utilise this resource to select appropriate learning opportunities to help students meet their specified competencies. It is expected that students will use this file as a resource and be proactive in identifying their learning needs. Many of these learning opportunities will take place with a variety of professionals including other allied health professionals, district nurses, health visitors, public health nurses, specialist nurses and practice nurses. This resource gives an overview of the inter agency and multi professional contacts which students may encounter during their placement, however not all of these opportunities will be accessible. On the first day of practice placement within primary care, the student must have an induction into their practice area. Please ensure that the induction checklist is completed and retained in this portfolio. Following placements, student evaluation forms should be retained in the practice area. These should be used to reinforce good practice placement education and developmental opportunities. Please retain student evaluations (with students permission) in this portfolio for audit purposes. (Copyright Newcastle and North Tyneside PCT - Lynn Dracup December 2003) 2

3 CONTENTS 1. AREA PROFILE. 2. LEARNING ZONES. 3. LEARNING OPPORTUNITES. 4. ADDITIONAL LEARNING OPPORTUNITIES SPECIFIC TO AREA OF PRACTICE. 5. REFERRAL PATHWAYS 6. RELEVANT STANDARDS OF PRACTICE 7. INDUCTION 3

4 1. AREA PROFILE. CLINICAL AREA (DESCRIPTION) An elderly care physiotherapy team working both autonomously and into specialist multidisciplinary teams across community, primary, secondary and intermediate care settings. Specialist MDT s include: JDH, Falls, Parkinson s Disease. Many clients present with multipathologies. Working environments include: JDH gym (with individual cubicles), patients homes, residential and nursing care homes and in patient wards. LOCATION of placement Physiotherapy Gym, Jubilee Day Hospital, North Tyneside General Hospital, Rake Lane, North Shields, Tyne and Wear TELEPHONE NUMBER BUILDING ACCESS CODE not applicable SHIFT PATTERNS (1 st day) then following 4

5 PHILOSOPHY OF CARE JDH Philosophy of Care 1. Value each person as an individual 2. Treat every person with dignity and respect 3. Work in partnership with yourself and your carer to maximise independent living 4. Offer a whole and complete approach to you and your carer 5. Support you to continue to live a healthy and fulfilling life 6. Committed to providing an excellent service involving service users. PRACTICE PLACEMENT EDUCATORS Julie Bilclough Vicky Rudd Team Lead Physiotherapist Senior 1 Specialist Physiotherapist (Falls) Marguerite Harvey Senior 1 Specialist Physiotherapist (PD) Paul McNeillie Senior 1 Specialist Physiotherapist (Front of House) NAMED PERSON RESPONSIBLE FOR POLO Julie Bilclough POLO REVIEW DATE September

6 2. LEARNING ZONES. Ward 14 Falls Ward 8 Parkinson s Disease Ward 12 + GORU JDH MDT JDH Physio only elderly/neuro outpatients JDH Adult Domiciliary Front of House POAS Inter- Mediate Care at Home Older Person s Support Team Intermedia te Care Highgrove Unit Inter - mediate Care Ward 23 6

7 3. OPPORTUNITIES. INTERPERSONAL SKILLS. LEARNING OPPORTUNITY Effective communication, talking/ interaction with patients/clients /carers/relatives/teaching staff in a variety of settings from a variety of backgrounds/cultures Awareness of own communication skills both verbal and non-verbal. Use of telephone/answering calls/bleep Systems/ring back. Use of computer, and internet Multi-disciplinary and multi agency meetings. RESOURCE/PERSONNEL. Patients with communication problems eg hard of hearing, deaf, dysarthria, dysphasia, cognitive problems, dementia, non-english speaking, etc Feedback of observations from clinical educators, colleagues and patients Joint working with the TI s, assistants and A and C staff. Computer access only under direct supervision of the clinical educators Case conferences held weekly in JDH: weds and thurs and IPE sessions Discussions with other relevant professionals involved in patients care. Holistic care of different groups of people, young, elderly, asylum seekers, dying. Promotion of patients compliance and concordance with treatment/ medications/health promotion strategies Demonstrate sensitivity for patients/carers in relation to distressing information. Formally in case conferences and informally face:face or telephone and IPE sessions Holisitic care elderly clients some with progressive/degenerative/palliative conditions Follow up treatment sessions and reviews. Health maintenance programmes to encourage self management and empowerment Negotiating realistic goal setting Support and enable patients/carers/groups and communities to take action and prioritise health needs. Negotiating prioritisation of identified problems from assessment with the patient and carer Demonstrate effective communication between primary care networks. Discharge letters, patient letters and transfer sheets 7

8 CLINICAL SKILLS. LEARNING OPPORTUNITY Assessment, treatment, management and review of elderly fallers Assessment, treatment, management and review of elderly multipathological patients Assessment, treatment, management and review of people with Parkinson s Disease Chronic Pain management Patient handling RESOURCE/PERSONNEL. Physiotherapy falls assessments and treatments in patients own homes, JDH or wards. Dept standardised falls assessment preforma Tinetti gait and balance outcome measures Falls efficacy scale Other relevant outcome measurements Gait and balance re-education group 1:1 interventions including AGILE progressive exercises for fallers Develop knowledge of pharmacology New patient assessment clinic in JDH MDT careplan (single assessment document) Physiotherapy screening assessment Opportunities to develop and consolidate treatment skills from key clinical areas including neurology, musculoskeletal and cardiopulmonary 1:1 treatment sessions in JDH and/or community Develop knowledge of pharmacology Physiotherapy PD assessments and treatments in patients own homes, JDH or wards. Dept standardised PD assessment preforma Dept standardised PD review preforma Other relevant outcome measurements 1:1 treatment interventions Group maintenance work Education and support programmes encouraging self-management and empowerment Develop knowledge of pharmacology Mechanical back pain and neuralgic pain Facilitation skills Postural correction 8

9 HEALTH PROMOTION OPPORTUNITIES. LEARNING OPPORTUNITY Develop knowledge of orthotics in relation to client care Promote self management and empowerment of people for chronic disease management Become competent in manual handling assessments Contribute to the role of the voluntary agencies RESOURCE/PERSONNEL. Orthotics clinic with Ed and Viv Wed 09.30am PD Education and Support Programme (ESP) Assessments of clients on caseload Attend support groups 9

10 CARE MANAGEMENT OPPORTUNITIES. LEARNING OPPORTUNITY Use of computer to access patient information both written and electronic if available. RESOURCE/PERSONNEL. Observe TI s and assistants on PAS Observe PD database Patient/ client handovers/information sharing both written & verbal between teams. Undertake assessment based on patients/clients holistic needs. Attend MDT handovers each am Documentation in MDT care plan IPE sessions Completing referral forms to other disciplines/agencies New patient assessments Community falls assessments PD assessments Participate in ongoing assessment of holistic health needs Use of outcome setting and measures and review processes Patient documentation/care assessment/ planning/implementation and evaluation. All assessment documents MDT or uniprofessional Identify timescales related to patient outcomes. SMART goal setting Identifying the role of non professional, voluntary and statutory agencies in patient care. Support groups, clinical governance meetings, PALS Analyse and interpret information to inform care delivery and take appropriate action. Clinical audit. Report writing, including interagency referrals Collecting info from medical notes, pathways, referrals, patients, carers, other disciplines, agencies. Evidence clinical reasoning skills with self, peers and clinical educators Discharge sheets Opportunistic departmental audits CDS, social services, orthotics, CRT, ICAH, IC, wheelchair services, JLES, etc 10

11 ORGANISATIONAL/MANAGEMENT OPPORTUNITIES. LEARNING OPPORTUNITY Use of computer systems/ EMIS/ /internet/intranet. RESOURCE/PERSONNEL. Admin support. Direct supervision of clinical educator Accessing patient results and planning appropriate action. Shadow TI/assistant, requesting notes Qualified staff accessing PACS Time management/ prioritising needs. Interprofessional working. Booking patient appointments and timetabling caseload JDH MDT and specialist teams IPE sessions Caseload delegation. To assistants and TI s Effective team management including appropriate delegation of duties. To assistants and TI s Awareness of knowledge base and skill mix. Spend time with other team members to develop knowledge of their skills and roles within the teams Attend Trustwide neuro-elderly in-service training scheduled for staff 11

12 4. ADDITIONAL LEARNING OPPORTUNITIES SPECIFIC TO AREA OF PRACTICE. LEARNING OPPORTUNITY Understanding the MDT management of : 1. Elderly clients with multipathologies 2. PD 3. Falls 4. Management of acute elderly 5. Geriatric Orthopaedic Rehabilitation Unit (GORU) 6. Front of House services (FOH) 7. Older Person s Support Team (OPST) 8. Intermediate Care + Intermediate Care at Home 9. Elderly Mentally Ill (EMI)/Psychiatry/POAS RESOURCE/PERSONNEL. Shadow patient around new patient assessment clinic to develop knowledge of other disciplines assessments eg Dr, nurse, OT, etc Shadow PD nurse specialist in clinic or on community PD nurse/therapist meetings Attend PD medical clinic Support groups Joint community assessments with OT and PT Observe cardiovasc investigation room Dexa scan Shadow junior staff on wards 8, 12, 14 Work alongside the rotational Senior 11 physiotherapist on ward 12 GORU unit: reassess patients transferred from the acute orthopaedic wards, plan treatments and manage discharge planning with the MDT Shadow the Senior 1 Specialist Physiotherapist working into FOH services: assessing uniprofessionally and as part of MDT to clinically reason the need for treatment intervention, potential admissions or effective discharge planning Shadow Senior 1 Specialist Physiotherapist or TI working into identified residential and nursing care homes Shadow staff working in the intermediate care unit on-site and off-site Occassional opportunity to observe physio assessment/intervention in EMI care homes or assessment units 12

13 Local 5. RELEVANT STANDARDS OF PRACTICE. Emergency Numbers policy for Northumbria Healthcare NHS Trust Uniform Standards Policy for Physiotherapy for Northumbria Healthcare NHS Trust Application for Car Parking Permit. Northumbria Healthcare NHS Trust Sickness and absence policy. Protection of vulnerable adults policy Record keeping policy The role of the Clinical/Practice Educator. UNN The role of the visiting tutor. UNN Northumbria University Physiotherapy Practice Placement Handbook REVISED MARCH 2004 Northumbria University. School of Health, Community and Education Studies. Practice Education and Development. Module Guide AC 631. Facilitating learning and assessment in practice settings (2004/2005). Northumbria Healthcare NHS Trust. Intranet. Mentors, Educators and Supervisors. University Link Tutor: Trevor Winter Practice Placement Facilitators: o Acute: Gillian Bell Tel: Educational Audits / Reviews of this practice placement Student feedback forms 13

14 6. RELEVANT STANDARDS OF PRACTICE. National Standards of Proficiency. Physiotherapists. Health Professions Council (2003) Standards of conduct, performance and ethics. Your duties as a registrant: Health Professions Council. CSP Rules of professional Conduct Core standards of physiotherapy practice. CSP CSP Standards of Record Keeping Nursing and Midwifery Council: Principles for practice learning for programmes leading to entry on the professional register (Qa FACT SHEET C/2004UK) P.1-4. Quality Assurance Agency. Precepts and Principles from Section 9 of the Code. Placement Learning. Standards of Education and Training. Health Professions Council. Helping students get the best from their practice placements. A Royal College of Nursing toolkit. Royal College of Nursing. 14

15 7. INDUCTION Student Questionnaire (to be completed on day 1 of clinical placement) Student Induction Checklist Important Safety Points/Procedures Guidance material 15