Recommended
More Related Content
What's hot
What's hot (20)
Similar to Teaching Care Homes: Inspiring and Impacting
Similar to Teaching Care Homes: Inspiring and Impacting (20)
More from KatieRCN
More from KatieRCN (11)
Recently uploaded
Recently uploaded (20)
Teaching Care Homes: Inspiring and Impacting
- 1. Teaching Care Homes: Inspiring and Impacting Joanne Bosanquet MBE RN Chief Executive Foundation of Nursing Studies
- 2. Aim of the presentation • Outline the development of the Teaching Care Homes programme in England to date • Share some of the outputs, outcomes and impacts • Discuss some of the opportunities but also the challenges for ongoing growth and development of the Teaching Care Home programme and community
- 3. The aim of the Teaching Care Homes programme is to develop a geographically spread network of homes that: • Demonstrate an ongoing commitment to person-centred care and ways of working, which will be experienced by all who live, die, visit and work in the home • Are centres for learning, practice development and research, actively engaging with staff, students, residents and the community • Have strong working relationships with academic and education providers and are a resource for other care homes
- 4. Responding to the challenges faced by the care sector • Making the specialty of Long Term Care a career option that is exciting, challenging and forward thinking • Nurse led units exist in every community today but are known simply as “the care home”
- 5. Pilot programme (Year 1) May 2016-June 2017 Year 2 April 2018-February 2019 Year 3 April 2019-March 2020 Future development 2019 onwards
- 6. Pilot Programme Year 1 • Funding secured from the Department of Health and Social Care • Discussions with leaders in the care industry – five care homes invited to participate • FoNS invited to be partners, to provide a workshop programme and ongoing mentorship and support • The participating teams engaged with care home staff, residents and families to : • Explore the idea of a TCH • Focus on an improvement project to enhance learning and/or the quality of care • MMU worked with participants to develop a Framework for Education and Development in care homes • ILC-UK wrote a series of positional and impact reports
- 7. Year 2 • Funding was secured from the Burdett Trust for Nursing to support 5 homes a year for 2 years • 5 new homes were selected using a competitive process • A co-production approach to learning and development was used. Homes identified 3 areas that they wanted to focus on: • Inspiring others • Intergenerational engagement • Cross-sector working
- 8. Year 3 • Second year of funding from Burdett Trust for Nursing • Applicants were invited to identify a collaborative project that they wanted to lead • 5 new homes were selected using a competitive process • Programme started in April 2019 – projects at varying stages of development
- 9. Project aims TO BECOME A CENTRE OF EXCELLENCE FOR GOOD DIABETES CARE FOR RESIDENTS LIVING IN CARE HOMES TO IMPROVE THE EXPERIENCE OF LIVING WELL WITH DEMENTIA FOR RESIDENTS, STAFF, FAMILIES AND THE WIDER COMMUNITY TO EXTEND PERSON-CENTRED CARE BY PREVENTING ADMISSION TO, AND ENABLING EARLY DISCHARGE FROM HOSPITAL SAND HOSPICES TO STRENGTHEN INTERPROFESSIONAL RELATIONSHIPS FOR THE WELL-BEING AND DEVELOPMENT OF SERVICE USERS, STAFF AND STUDENTS
- 10. Developing a vision and model • Worked with participants from the pilot programme using creativity and imagination to develop a draft vision for a Teaching Care Home • This was shared and critiqued during two ‘tweet chats’ – 50+ participants at each, and 3 small round table discussions • Further critique by Year 2 participants • Review of international literature about Teaching Care/Nursing Homes • Creation of a proposed TCH model
- 11. Research and practice development in and from practice Education/ learning for staff and students Community engagement Good care experience Teaching Care Homes demonstrate an ongoing commitment to person-centred care and ways of working, which will be experienced by all who live, die, visit and work in the home. They are centres for learning, practice development and research, actively engaging with staff, students, residents and the community. They work across sectors and systems and are a resource for other care homes.
- 12. Developing practice: within homes and across systems
- 13. Raising the profile: Inspiring others
- 14. The aim of the Teaching Care Homes programme is to develop a geographically spread network of homes that: • Demonstrate an ongoing commitment to person-centred care and ways of working, which will be experienced by all who live, die, visit and work in the home • Are centres for learning, practice development and research, actively engaging with staff, students, residents and the community • Have strong working relationships with academic and education providers and are a resource for other care homes
- 15. What are the benefits? • Benefits to the home: • Able to network with likeminded people • Provides ‘space and time out’ to reflect • An opportunity to lead and prioritise initiatives that may not otherwise • Is a motivator for ongoing innovation and development • Raises the profile of the home and shines a light on the care sector – challenging myths • Homes can be seen as leaders and facilitators of innovation across sectors: • Facilitate new partnerships • Local projects can have wider impact • Bigger opportunities open up through collaboration
Editor's Notes
- The ultimate purpose of this programme is to enhance the care experiences of residents and families through the development of ‘flagship homes’, centres of excellence in person-centred care where learning and innovation is a continuous process The programme was the idea of Martin Green and Deborah Sturdy at Care England in recognition of the challenges facing the care sector Recruitment and retention of staff is a significant issue and yet long term care is still seen as the poor relation to many other aspects of nursing and care giving Care homes are not recognized as ‘nurse-led units’’ and yet: Long-term care nursing is not for the faint-hearted, it is challenging and challenges everything you learn as a nurse. The relationships with residents and their families, the longevity of the bonds which are built and the emotional toll that takes are barely acknowledged Supporting people to live well (physically, mentally and socially) with complex co-morbidities – enabling them to hold on to their choices and autonomy in a way which is unique is underestimated Responding and reacting to situations as truly autonomous practitioners requires tenacity and energy to maintain the integrity of care. Care homes are a key contributor to integrated care systems, but are struggling to have their voices heard. Whilst they currently have a lot to offer, they also require support to enable them to maximize their potential e.g. e.g. further development of clinical skills, access to higher level education
- The programme was the idea of Martin Green and Deborah Sturdy at Care England in recognition of the challenges facing the care sector Recruitment and retention of staff is a significant issue and yet long term care is still seen as the poor relation to many other aspects of nursing and care giving Care homes are not recognized as ‘nurse-led units’’ and yet: Long-term care nursing is not for the faint-hearted, it is challenging and challenges everything you learn as a nurse. The relationships with residents and their families, the longevity of the bonds which are built and the emotional toll that takes are barely acknowledged Supporting people to live well (physically, mentally and socially) with complex co-morbidities – enabling them to hold on to their choices and autonomy in a way which is unique is underestimated Responding and reacting to situations as truly autonomous practitioners requires tenacity and energy to maintain the integrity of care. Care homes are a key contributor to integrated care systems, but are struggling to have their voices heard. Whilst they currently have a lot to offer, they also require support to enable them to maximize their potential e.g. e.g. further development of clinical skills, access to higher level education
- Brief overview of each year of the programme to date before sharing some of the outputs, outcomes and impacts
- Deborah and Martin had discussions with leaders in care inustry Participants mainly from large organisations e.g. Barchester, HC One, Order of St John’s Care – they were asked to select homes that were ready to participate – ‘good’ homes, stable team etc. DS and FoNS rep visited ahead of programme to discuss commitment, expectations etc. Projects included: Introducing reflection in to everyday practice Leading the introduction of the red bag scheme across Gloucestershire Facilitating person-centred mealtimes Manchester Metropolitan University worked with participants to explore the learning environment, developing a Framework for Education and Development in care homes The International Longevity Centre UK (ILC-UK) wrote a series of impact reports which are available through the CE and FoNS websites
- As part of the application process, homes had to critique how they were performing against the vision statement, identifying areas that they would like to develop further. After shortlisting, all the homes were visited before 5 were selected Decided to work with homes that were performing well, to learn with and from them, to encourage them to push boundaries and support them to share their learning and good practice This time, applications tended to come from independent homes or homes that were part of small organisations The 5 teams identified 3 priority areas that they wanted to focus on: Inspiring others Intergenerational engagement Cross-sector working Examples included making films to promote careers in social care, strengthening relationships with education providers to provide a stronger social care voice, developing relationships with acute providers to enhance admission/discharge processes and seek opportunities for shared learning – varying success with these
- Building on interest/focus from year 2 to work cross-sectors and in recognition of development of the integrated care systems agenda, we invited potential applicants to identify collaborative partners and to put in a proposal for a collaborative project As with year 2, homes were also asked to critique how they were performing against the vision statement, identifying areas that they would like to develop further We wanted to provide care home the opportunity to be seen as leaders of innovation
- Unfortunately one team has had to withdraw from the programme as their home has been sold – but we have 4 diverse projects Collaborators include, GPs, GGCs, local authorities, specialist nurses, dieticians, chefs, university staff, hospice staff, drama groups etc.
- Now go on to share some of the output, outcomes and impacts from the programme to date A key activity in Year 1 of the programme was to develop a vision of what a Teaching Care Home was Within the workshops, worked with participants to develop a draft vision - then tweet chats and round table discussions to critique. Further refined by Year 2 participants
- This is the short version of the vision – the full version is available on our website What was interesting was the synergy between the vision that was created using a bottom-up iterative approach, and what emerged from the international literature; both informing the development of the model. At the centre is a good experience of care for residents, families, staff and visitors. This will be enhanced by: creating a positive learning environment engaging in research and practice development, driven from practice community engagement In TCHs you would expect to see homes being active in all these areas, or recognizing areas for development. Some are really pushing the boundaries, working across sectors and reaching out to others, acting as a resource. Will share some examples of how the homes are doing this
- Some examples of initiatives that have been stimulated by engagement in the TCH programme – all of which are ongoing A RN and career facilitate a regular community meeting within the home, 60+ attendees, residents, families, staff, wider community – discuss care and ideas for improvement which are acted upon Starting with the use of one page profiles – staff first then staff helping residents and sharing – residents expressed a desire for a change in mealtimes – more flexible timings and menu, dining rooms ‘uncommercialized’ – residents chose table cloths, cutlery and crockery etc. – weight loss significantly reduced A home led the implementation of the red bag scheme in response to difficulties with admission/discharge of residents - especially at weekends. Key to the process was the development of relationships between care home staff, CCG and ward managers in local hospital. Opportunities for shared understanding. Scheme is now county wide Introduction of the opportunity for all staff to engage in reflection on a daily basis. Stimulated by the recognition that staff are not used to being asked ‘why do you do what you do?’ Staff reflect in pairs – taking 20 mins out of practice to reflect on ‘What has gone well? What could be better/different? Many positive stories of staff recognizing opportunities to take the lead for enhancing care for residents
- Teams have been very generous with sharing their experiences of being involved in the programme, the activities that they have engaged in, but also their ongoing learning and development as individuals and teams as they demonstrate an ongoing commitment to person-centred care and ways of working. We have worked with them to: write blogs that we share on the FoNS website link homes with journalists from Nursing Standard to write feature articles develop relationships with editors of care sector magazines and support teams to contribute articles regularly apply for mainstream nursing awards and wider opportunities e.g. Churchill awards (not just care sector) Two of the homes from year 2 decided to create short films, to inspire others to think about the care sector as a career choice. These are both now on the DWP knowledge database and have been shared through the with Job Centre Plus network
- So how are we doing against our aims. We asked the managers and teams who are actively involved in the programme
- Benefits to the home: Able to network with likeminded passionate people to share ideas and (gently) challenge practice to facilitate development Provides ‘space and time out’ to reflect on: What they are doing well and how this can be further developed and shared What could be improved and how this can be achieved Provides opportunity to lead initiatives that would not otherwise have done due to day to day work pressures Is a motivator for ongoing innovation and development, boosting staff energy and morale – important when thinking about how to maintain a CQC ‘good’ status and striving for an ‘outstanding’ status Raises the profile of the home and shines a light on the social care sector – dispelling myths: By creating and sharing films, blogs, articles etc. the homes are helping the wider system to understand what ‘good’ looks like and show how we can act as a resource within the system TCHs become more visible within the system, giving kudos to the home and the care provided, creating opportunities to demonstrate the wealth of knowledge and skills that staff have - locally, nationally and internationally Shows how care homes can be another career option for student nurses, those returning to practice, graduate trainees etc. Care homes are seen to be leaders of innovation across sectors and communities: This can facilitate new partnerships across primary and secondary care, higher education and the third sector Local projects can have wider impact e.g. one project was implemented county wide Bigger opportunities open up for through collaboration e.g. two-way learning, access to resources, invitations to contribute to wider developments that impact on social care