Multiagency
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This document discusses multi-agency working and identifies several key points: It defines multi-agency working as different professionals like nurses, doctors, social workers working together to achieve a shared goal for a patient or client. A case study example is provided of different medical professionals collaborating on an elderly patient's care after a stroke. Potential positives of multi-agency working include better quality, more holistic services for individuals; better family support; and faster access to specialized services. However, challenges can include issues with communication between professionals, differing organizational cultures and values, and staff retention problems when new professionals lack full knowledge of a case. Training on roles and effective communication are identified as ways to improve multi-agency collaboration.
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This document outlines a unit on health and care professionals, including learning objectives, definitions of key terms, and activities. It begins by defining professionals as qualified individuals who provide a service. Examples given include physiotherapists and doctors. Students are asked to list professionals they can think of that work in health and care settings. Roles are defined as positions in an organization and responsibilities are defined as the functions of those positions. Examples of roles and responsibilities are given for doctors. The document provides links to news articles and videos for students to analyze issues professionals deal with and how they follow codes of conduct. Research tasks involve topics like cases of child abuse, suicide rates, and depression.
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2. legislation
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This document summarizes findings from a project examining multi-agency information sharing models in the UK, particularly Multi-Agency Safeguarding Hubs (MASHs). It describes common features of MASHs such as information sharing, joint decision-making, and coordination between agencies like local authorities, police, health and probation. The document outlines perceived benefits but also key barriers to effective multi-agency cooperation. It concludes that while progress has been made, more widespread effective multi-agency working is still needed to improve safeguarding of children and vulnerable adults.
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5. care professionals
This document outlines a unit on health and care professionals, including learning objectives, definitions of key terms, and activities. It begins by defining professionals as qualified individuals who provide a service. Examples given include physiotherapists and doctors. Students are asked to list professionals they can think of that work in health and care settings. Roles are defined as positions in an organization and responsibilities are defined as the functions of those positions. Examples of roles and responsibilities are given for doctors. The document provides links to news articles and videos for students to analyze issues professionals deal with and how they follow codes of conduct. Research tasks involve topics like cases of child abuse, suicide rates, and depression.
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2. legislation
A nutritionist must follow the Data Protection Act by keeping all patient medical histories and food requirements confidential. As part of their roles and responsibilities, nutritionists must keep records safe and locked away and give individual patients private advice on their diets. For example, in a medical center the nutritionist will be the only one with files about a patient and will always meet with them privately to discuss their health and wellbeing.
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(
Example
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and many other sports, each team member knows that the ultimate goal is to score more points than the opposing team.
The second characteristic proclaims, “A discourse community has mechanisms of communication among its members” (221). This means that the people inside a discourse community are able to communicate with one another. For example, inside a law office, people communicate through meetings, telecommunications, newsletters, and conversational. The third characteristic builds on the second, exposing the idea that “A discourse community uses its participatory mechanisms primarily to provide information and feedback” (221). Here, Swales is talking about the content of the ways the group communicates. In a workplace, for instance, information is given in meetings and feedback comes in the form of addressing the issues discussed in those meetings. The consecutive characteristic states that “A discourse community utilizes and hence possesses one or more genres in the communicative furtherance of its aims” (221). This proves how genres articulate the operations of discourse communities. The genre is the channel through which the information travels. For example, inside the discourse community of the.
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The document discusses empowerment of individuals in a care setting. It defines empowerment as people feeling in control of their own lives. Empowering individuals means ensuring they have enough information to make their own choices that could affect their quality of life. When empowering someone, you should praise them, inform them of their choices, allow them to make their own decisions with support, and offer alternatives. Empowerment is important as it promotes independence, equal treatment, and control over one's own life. The document contrasts empowerment with "benevolent oppression," which is making decisions for individuals rather than allowing them control over their own lives. Examples are given of empowerment strategies and how they benefit service users.
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Merit 2
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2) Compare and contrast knowledge gained from the course and placement.
3) Consider skills and knowledge still needed to be acquired in the future.
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This document discusses how education influences diet choices. It explains that money is spent educating people about healthy living and food hygiene through schools, dieticians, doctors, and food marketing/labeling. However, some families have not been educated about healthy eating or noticed the importance of these messages due to watching unhealthy food ads instead. As a result, parents may make unhealthy family meals without knowing what is healthy, thinking takeaway food is healthy. The document aims to identify how education affects diet choices through various tasks and media examples.
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This document discusses economic factors that influence individual diets. It addresses several learning objectives related to predicting diet choices based on economic status and identifying how economic factors affect choices. Specific economic factors discussed include the cost of food, with unhealthy food often being cheaper than healthy options. Data is presented showing that obtaining the same number of calories from healthy versus unhealthy foods can vary significantly in price. An example is also given of a woman on a limited budget and how much she has left each month to spend on food for herself and her son.
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This document discusses holistic care and multi-agency working. It defines holistic care as care that helps a person physically, intellectually, emotionally and socially. Multi-agency working is when different services, agencies and professionals work together to fully meet a person's needs. An example is provided of a 16-year-old boy paralyzed in a car crash who requires physiotherapy, medical care, counseling and social support from professionals like a physiotherapist, nurse, doctor, counselor and social worker. The benefits of multi-agency working include better care, quality of service, specialized support, faster recovery and better family support.
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This document outlines an assignment on ethical principles for a healthcare course. It includes learning objectives to identify, underline, and provide examples of five ethical principles: benevolent oppression, non-maleficence, act of omission, autonomy, and morality. Students are instructed to define each principle in a Word document, providing a definition and healthcare example for each based on research. The document provides initial definitions and a brief case study example of an ethical dilemma involving an elderly patient to help introduce the topics.
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This document provides guidance for an assignment evaluating a student's personal and professional development over a two-year health and care program. Students are instructed to identify their personality traits when starting the program and how these relate to their career choice. They should then evaluate how their personality and experiences with the college, course units, and placements have influenced their development. For each category, students are asked to discuss what was positive or negative, suggestions for improvement, and how the experiences helped their development. The overall aim is for students to professionally evaluate their growth during the program.
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This document outlines the objectives and tasks for a personal and professional development course. The objectives are to:
1) Identify skills and knowledge gained from the course and placement.
2) Compare and contrast knowledge gained from the course and placement.
3) Consider skills and knowledge still needed to be acquired in the future.
The document instructs students to complete two tasks: 1) list their existing, course-learned, and placement-learned skills and knowledge, and 2) reflect on skills/knowledge gained from working towards goals and what still needs to be acquired.
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The document contains a case study about a boy named James who is experiencing various health issues. James is 7 years old and lives with his father in a busy town center. He has demonstrated low attention at school and is often distracted. James' father works full time and struggles financially, so James often eats inexpensive ready meals and takeout that are low in nutrients. James has a high BMI of 32 and other health problems like bad teeth, constipation, and poor liver function. The document provides learning objectives and instructs students to identify factors affecting James' health, make recommendations to improve his diet and lifestyle, and justify their recommendations with research.
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This document discusses the positives and negatives of various health factors on an individual's health, including:
1. Dietary habits - positives include regular snacking on healthy foods and eating 3 meals per day; negatives include snacking on unhealthy foods, irregular eating patterns, and snacking late at night.
2. Economic factors - positives include having enough money for healthy food; negatives include only being able to afford unhealthy cheap foods and not having access to transportation to buy fresh foods.
3. Social/cultural factors - positives include traditional home cooking; negatives include fasting/feasting patterns and high fat diets.
The document provides examples of factors, encourages identifying positives and negatives, and has individuals analyze
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Primary, secondary, and tertiary organizations provide health services at different levels:
- Primary care includes services like GP practices that are often the first point of contact.
- Secondary care includes planned and emergency hospital services and community care.
- Tertiary care refers to highly specialized medical services like neurosurgery and organ transplants.
Education
This document discusses how education influences diet choices. It explains that money is spent educating people about healthy living and food hygiene through schools, dieticians, doctors, and food marketing/labeling. However, some families have not been educated about healthy eating or noticed the importance of these messages due to watching unhealthy food ads instead. As a result, parents may make unhealthy family meals without knowing what is healthy, thinking takeaway food is healthy. The document aims to identify how education affects diet choices through various tasks and media examples.
Economic Factors
This document discusses economic factors that influence individual diets. It addresses several learning objectives related to predicting diet choices based on economic status and identifying how economic factors affect choices. Specific economic factors discussed include the cost of food, with unhealthy food often being cheaper than healthy options. Data is presented showing that obtaining the same number of calories from healthy versus unhealthy foods can vary significantly in price. An example is also given of a woman on a limited budget and how much she has left each month to spend on food for herself and her son.
Dietary choices
This document discusses dietary habits and their influence on diet choices. It defines dietary habits as the decisions people make about what food to eat. Dietary habits are determined by meal patterns, snacking habits, personal tastes, and food availability. Meal patterns, such as eating habits related to work schedules, can influence obesity risk. Snacking habits may also affect diet and health, as snack foods are often unhealthy. Personal food preferences and what is available locally further impact individual diets. The document provides examples of different jobs and lifestyles that can shape dietary choices for better or worse. It also contains tasks and learning objectives related to analyzing how dietary habits and health factors influence diet.
Diet Habits
This document discusses how dietary habits are influenced by various factors and outlines learning objectives related to predicting diet choices based on health factors. It defines dietary habits as the food choices an individual makes. Dietary habits are determined by meal patterns, snacking habits, personal tastes, and food availability. Meal patterns like skipping breakfast or eating late at night can influence obesity risk. Jobs that require long hours or night shifts can also impact dietary habits. The document provides examples of analyzing dietary habits and suggesting improvements. The learning objectives are to identify health factors that influence diet choices and understand their effects.
Maslow
1) The objectives of the document are to apply knowledge from Honey and Mumford's learning styles theory and research Abraham Maslow and his Hierarchy of Needs theory.
2) Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving on to other needs. It arranges human needs in a five-tier model consisting of physiological, safety, love, esteem, and self-actualization needs that must be satisfied sequentially.
3) The document instructs readers to consider how they have helped others meet their needs according to Maslow's stages and provides a brief overview of each stage.
Maslow
This document discusses personal and professional development. It recaps learning styles theory and introduces Maslow's hierarchy of needs theory. The objectives are to apply knowledge of learning styles and research Maslow's hierarchy of needs. Maslow believed humans seek to fulfill their potential through meeting basic needs progression. His hierarchy explains that foundational needs must be satisfied before advancing to the next level, moving from basic needs to self-actualization. Learners are asked to consider how they have helped service users meet their needs according to this stage-based model.
Multi agency
This document discusses multi-agency working and identifies several key points:
It defines multi-agency working as different professionals like nurses, doctors, social workers working together to achieve a shared goal for a patient or client. A case study example is provided of different medical professionals collaborating on an elderly patient's care after a stroke.
Potential positives of multi-agency working include better quality, more holistic services for individuals; better family support; and faster access to specialized services. However, challenges can include communication problems if professionals do not update each other, disagreements over cultural differences or values, and lack of continuity if staff are replaced. Training on roles and responsibilities as well as effective communication are identified as ways to improve multi
Health Professional
This document discusses the roles and responsibilities of various health professionals. It begins by listing learning objectives, which are to recap health professionals' roles and responsibilities, underline their job roles, analyze issues they deal with, and learn how to take blood pressure and diagnose a partner. It then lists several common health professionals like nurses, doctors, dieticians, and physiotherapists. The document goes on to discuss issues like obesity that health professionals help address. Students are asked to analyze a news article about obesity and discuss how different professionals could help. Videos further explain responsibilities of professionals in dealing with heart attacks and how to take blood pressure. The goal is to help students understand and identify the roles of key health professionals.
Code of conduct
This document discusses codes of practice and conduct for social workers and counselors. It defines codes of practice as lists of rules that professionals must follow in their daily work. All health and social care workers are expected to undergo training and obtain relevant qualifications. Various regulatory bodies establish codes of conduct that professionals must adhere to in order to protect service users, their caregivers, and the public. Adhering to codes of conduct helps professionals establish trust, promote independence, minimize harm, and improve skills for those they serve.
2. legislation
A nutritionist must follow the Data Protection Act by keeping all patient medical histories and food requirements confidential. As part of their roles and responsibilities, nutritionists must keep records safe and locked away and give individual patients private advice on their diets. For example, in a medical center the nutritionist will be the only one with files about a patient and will always meet with them privately to discuss their health and wellbeing.
A counselor must follow the Equality Act by treating all patients equally with respect, regardless of disability, gender, or race. As part of their roles, counselors must listen attentively to patients, give them respect, help them through negative past experiences, and safeguard those seen as vulnerable. This
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Multiagency
- 2. Learning Objectives LO1- Recap on professionals LO2- Identify the term multi-agency LO3- Underline the purpose of multi-agency LO4- Review multi-agency working
- 3. Write down the a responsibility of one care professional?
- 8. Multi- agency working “Multi- agency working as the word implies means where different branches of health profession such as nurses, doctors, social workers, health visitors, mid wives theatre staff etc… work together to achieve a desired outcome.”
- 9. Case Study “An old lady suffered stroke and is in hospital, she would need clinical input from doctors and nurses but at same time they would need input of speech therapists for their swallowing, eating and need of dietician for dietary advise, physiotherapists for their movements and muscles strengthening, they will need input from their family practitioner, district nurses and practice nurses once discharged from hospital. It is beneficial to patients as people with specific skills provide the necessary help and work is delegated to appropriate professionals”.
- 10. Communication problems Communication- Not all the professionals will communicate causing problems. Frequently, concerns were raised about the day-to-day communication between those involved. Forced partnership Arguments Do not get on Don’t trust each other Forget or do not know how to communicate
- 11. Culture Problems Different professionals have different: Values Cultures and beliefs Disagreements on each others values and protocols for a service user.
- 12. Staff retention Problems Staff retention- Staff could be replaced and they may not communicate fully with the other staff so may not know everything they need to. Also may cause tension between the group having new members.
- 13. Things that was identified to improve multiagency Training about their role and responsibilities. Specific training for professionals to understand each others roles.
- 14. Ways to overcome problems Understand culture's Respect each others values Communicate effectively (updating each other) Understand each others rules and responsibilities https://www.gov.uk/government/uploads/system/uploads/attachment_ data/file/338875/MASH.pdf