bluuebunny/crossref_metadata_2025_split huggingface dataset:
P41 Engaging our local communities
Authors: Pyke-Lees Celia , Parker Laura 
Published: October 2013

‘Creativity is contagious. Pass it on’ Albert EinsteinRooted in creativityOur area is filled with creative spirits, working away at their craft creating some truly stunning pieces. These artisans will often say that their work is good for the soul, working with their hands and heart with stunning results. At the Hospice we believe in holistic care, focusing on the individual, their soul and the things that matter to them. We believe that by adopting this focus it not only helps the individual but also the people that surround them, their family and friends. So as we started to look to ways to engage our more rural communities we decided to pair these two philosophies and host an event that was good for everyone’s soul.Create. Make. Bake was born.The concept behind Create. Make. Bake is simply to bring together local artisans, with skills such 3D weaving, upholstery, jewellery making or bread making, to share their skill, knowledge and expertise. Artisans held workshops, demonstrations and talks and let the visiting public have a go. Our Trading Warehouse supplied a range of materials and a Pop-Up shop.Create. Make. Bake. is a relaxed affair. No formal table plan, no standing behind trestle tables and no entrance or exhibiting fee. A free and informal event that targets local communities, engages the Hospice with a new audience and communicates the services that we can provide.So, how did it turn out?Well… 16 tables with different artisans. 15 amazing raffle prizes. Over a 100 people through the door. People learnt, shared and, most importantly, enjoyed a day to remember with the Hospice. There was positive feedback:‘Had a great time today and thought the event was very inspirational.’,Will it become an annual event? It’s been booked in the diary already!
P42 meditation: from hospice to community – from therapy to life skill
Authors: Dewar Ian 
Published: October 2013

IntroductionProgrammes are developed in hospices to meet the needs of patients and have the potential to be life changing for people in the wider community. This project stemmed from work with patients on using meditation (mindfulness) as a therapeutic tool and extended outwards into the wider community.AimBring together experience and praxis of work with patients, extract life lessons and turn these into life skills for non patients.MethodsCombining the experience of the facilitator (20 years of teaching meditation) and the insights gained from working with patients, a 6 week introductory course was developed for the wider community to buy into. Each session is 1.5 hours in length and there is an upper limit of 10 people per course.Data is gathered verbally as the course progresses and the course is flexible by design so that changes in emphasis can take place according to group need. Feedback sheets are issued at the end of the 6 week course.ResultsThe course for non-patients is now into its fourth programme, numbers are growing – 4 on the first course, 10 on the third - and it is generating regular publicity for the hospice. At £99 per person per course for non-patients it is also generating income. More significantly feedback indicates that people are coping better with anxiety, changing attitudes to life situations, volunteering for the hospice and many report continuing to practise after the completion of the course.DiscussionExpected and unexpected are words that relate to this project. Expected reductions in anxiety where met. One of the most surprising things (needing further research) is where participants reported improvements in physical awareness and health as a result of meditation practice.ConclusionMeditation (mindfulness) offers a model of how certain hospice skills are eminently transferable to different settings enhancing the hospices model of care, community engagement and profile.
P43 The use of social media by UK Hospices: review and discussion
Authors: Kleszcz Eleanor , Campbell Carolyn 
Published: October 2013

BackgroundWith more than 65% of adults actively using social media each week it is important to ensure that hospices are developing new ways to engage with this population group to encourage fundraising and provide support to patients and carers. Social media provide exciting opportunities for hospices to widen their influence and activity, but also raise practical and ethical issues which must be addressed.MethodsThis research appraised 150 hospice websites in England and Wales to determine the prevalence of social media and how it is being used to engage, educate and support hospice users, volunteers and staff. Numbers of users and type of use (fundraising, support, awareness raising) were recorded and factors such as prominence on website explored. Social media sites were also searched for links to hospice and palliative care issues.ResultsIn total, 35% of hospice websites used Facebook and 33% used Twitter to communicate with the public, 28% of websites accessed did not use any form of social media. The majority of social media sites were used to encourage and provide information regarding fundraising. Very few websites used a forum, an opportunity for hospices to provide support to hospice users whilst also educating and encouraging fundraising in a more secure environment. The extended search of social media sites highlighted areas of discussion, support and awareness raising distinct from and not tapped into by hospice sites.DiscussionThe rewards and disadvantages of forum use for hospices are explored alongside recommendations for improving public awareness of the hospice social media sites. To date, UK hospices are underusing social media both in volume of traffic and scope (overwhelmingly for fundraising only). This leaves hospices self-excluding from much of the potential of social media to inform, support and debate, and at risk of being left behind.
P44 The introduction of a patient education programme into a hospice day service
Authors: Benson Chris 
Published: October 2013

At a time when hospice care is being scrutinised by commissioners this small study evaluates the implementation of an education programme in a Day Hospice and the impact this had on patients living with life limiting illness.Education for patients near end of life appears to have received minimal research attention. Wider investigation of the needs of these patients reveals that the impact of illness robs them of their sense of self and autonomy (Johnston 2004), and opportunities to self-care and self-manage can be limited by paternalism (Cottrell 2008, Jackson 2006).This programme offered patients the opportunity to attend facilitated educational discussion groups such as medicine management, coping with anxiety and breathlessness, and planning ahead for death and to participate in group relaxation and exercise sessionsA case study methodology allowed the use of mixed methods to collect data from three sources; patients, using diaries and transcribed interviews; staff delivering the programme using a focus group; and professionals referring to the service using a questionnaire.Findings revealed that patients had motivation and capacity to participate and learn however ill they were, demonstrating their desire to be acknowledged as ‘active and participating citizens’ (Kendallet al2007:524). Patients also experienced an increase in self-esteem and confidence resulting from the programme.Staff delivering the programme reported an increase in their confidence through facilitating discussion groups and were challenged in relation to their preconceived ideas about what individual patients may want to learn.Other findings related to the ability to promote the service to a wider group of potential patients.This small study demonstrates the potential for increased ‘self-care’ when an education programme is introduced within a Day Hospice setting. This may positively influence potential commissioners to the service and raise the profile of Day Services as part of Hospice Care.
P45 Communicating with care, in an ever increasingly complex world
Authors: Dunphy Janet 
Published: October 2013

BackgroundWithin the last decade, numerous white papers have been published to improve care for palliative care patients. The principle of effective communication is at the heart of clinical practice and professional codes. Often communication training programmes are expensive, elitist or inaccessible. It is a challenge to develop a workforce in the current climate and demands of biological and sociological developments.The more complex healthcare becomes, the more important it becomes to keep it simple.AimTo improve the confidence and competence of the workforce who will communicate with palliative care patients.ApproachDesign & delivery of innovative, accessible, multi-professional education. The two day programme includes pre and post training interviews in order to provide meaningful, individual assessment and feedback. The teaching styles are both negotiated and didactic. The programme provides an opportunity for professionals to observe and participate in scenarios which demonstrate key and difficult issues involved in communication. The teaching team consists of ‘Jobbing experts’ who have undergone advanced communication skills training, specialist clinicians who share the many and various scripts that lie in their memories. Formative assessments include a reflective essay, which fits well with portfolio learning/evidence for all professionals including General practitioners.OutcomesThe evaluations have been excellent from all professionals in all clinical arenas. Funding has been secured for further education and collaboration in education is essential to future delivery. The practical element of ensuring information follows the patient, and how to start, support and close conversations were particularly appreciated.Application to hospice practiceExciting innovative education can embrace key contemporary issues and develop and inspire a workforce Clinical education in the 21st Century must be in partnership and make the complex simple. Negotiated learning by ‘telling the story’ is both authentic and inspirational. Our stories are worthwhile, inspiring future practitioners– crucial.
P46 The hospice and adult education - a collaborative approach
Authors: Skilton Carolyn , Stocks Susan , Twomey C 
Published: October 2013

Introduction and AimAn initiative with a further education college, a University and local employers identified a need for formal training within end of life care within the care sector. The hospice collaborated with the college to develop an accredited Foundation degree module worth 10 credits targeted at healthcare assistants with a level 3 qualification. Knowledge and skills development and promotion of working in the care sector were key aims.MethodInterviews and questionnaires were completed by the college with local nursing homes and care agencies to assess optimum delivery methods and fee structure. The module content was developed by the hospice which included blended learning, work shadowing and written assignments. Delivery and assessment of the module was undertaken at the hospice. The local college provided administration and study support and collaborated with the University for accreditation.ResultsSix students were recruited and successfully completed the programme instigating changes in practice within their organisation. Evaluations were positive from the students, the college and the University. Staff valued the opportunity to study with the hospice and to experience putting theory into practice, whilst gaining an accredited qualification.DiscussionThe strength of the programme was local collaboration with the hospice and college. An unexpected outcome was the recruitment of 2 Registered Nurses who used it as a stepping stone for further study. The low module recruitment numbers were disappointing but reflect issues around funding and study leave for staff working in this sector.ConclusionThis project demonstrated a closer relationship between the hospice and the local health and social care community and promoted the hospice as resource and support for end of life care.
P47 Inter professional practice placements in a Hospice setting
Authors: Thomas Gill 
Published: October 2013

BackgroundPalliative care patients can have complex multidimensional needs. A cohesive multidisciplinary team is vital in the provision of quality care. To achieve this, healthcare professionals need to work alongside and respect each other’s professional roles. The use of interprofessional practice placement (IPP) for under graduates has been found to increase understanding of their own role and that of their team colleagues1.Princess Alice Hospice has been supporting IPP placements since 2008. Final year mixed professional students undergo an induction programme and work together on an in-patient palliative care unit.AimsTo explorehow working together challenges stereotypical views and the impact of this on communicationthe influence of IPP on students ability to communicate with patients and carersif IPP equips healthcare students through reflective practiceobservations of team dynamic, confidence and behaviourMethodsThe triangulation of course evaluations facilitator feedback and coordinator reflection.ResultsAs professionals setting out on their career, the students acknowledged their need to appreciate and respect what each profession brings and team working. They found a hospice a challenging place in which to learn but equally learned the value of good communication and psychosocial support for their patients. Students also appreciated the need to be able to communicate effectively with other professions in order to provide patient centred multidisciplinary care.ConclusionIf we are to produce healthcare professionals who will provide a quality health service, they need to speak together and function well as a team. IPP provides the forum for experience and emotional intelligence to be nurtured. Supportive quality healthcare is not just knowing the facts but hinges on effective communication when compassion can be expressed.Application to hospice practiceIPP in a hospice setting is an appropriate place to support novice healthcare professionals in multidisciplinary working and quality care.
07 Right Care, Right Time, Right Place: the evolution of Hospice without Walls, from vision to reality
Authors: Milliken Joy , Lee Ann , O’Callaghan Suzy , McKegney Hilary 
Published: October 2013

BackgroundThis project charts a move from traditional inpatient hospice services, with week day specialist community services, towards the creation of a flexible, integrated ‘hospice without walls’ strategy. The steps that were taken to improve care over a five year period, including challenges faced, stepped approach taken and collaboration with other organisations to ensure the establishment of patient focused, integrated and proactive services are outlined.AimsHospice without walls aimed to understand and meet the needs of patients, carers and referring health care professionals, shaping finite resources most effectively to meet changing demographic needs and provide responsive multi-disciplinary care in all settings.Approaches usedDevelopments in a phased manner, incorporating staff and patient vision, improvement and change theory, with evaluation at each implemented stage. This included multi-user feedback, benchmarking service access and formal evaluation through the Marie Curie Delivering Choice Programme.OutcomesIT and clerical support platforms were developed to remodel services which have included a central referral centre, patient, carer and health professional advice line, seven day a week community service, staff contractual changes, redeployment of consultant staffing into wider community service and extended MDT.Evaluation has shown improved patient experience, increased inpatient acuity levels, increased and improved community caseload management, more patients remaining in their preferred place of care, strong linkage between the extended hospice and other end of life service providers with reduced hospital admissions at end of life.DiscussionThe vision is becoming reality and staff can now see the benefits for patients and carers having a more flexible and responsive service model. Engagement with external agencies has been challenging but CCG revenue funding has now secured sustainable income streams and services.
P48 But what happens in a Hospice? Interprofessional learning in the workplace
Authors: Taplin Sue 
Published: October 2013

Building on established links between the University of Leicester Medical School, the School of Social Work and LOROS the Leicestershire Hospice, an interprofessional learning module has been developed which enables social work students on the MA programme at the University of Leicester to experience two days in the life of a Hospice.This programme, which has now been running for five years, gives social work students the opportunity to meet and learn from different members of the hospice mutidisciplinary team, through a variety of means, including group work, question and answer sessions, meeting informal carers who talk about their experiences of looking after someone at the end of life and a guided tour of the hospice. Although the programme can vary from year to year according to the availability of different members of staff, there is always a session on the role of the social worker in end-of-life care, with teaching on handling difficult situations, exploring the meaning to individuals of loss and change and managing your own emotions in this sensitive and emotional area of practice.The sessions are generally very well evaluated: feedback comments from recent sessions include the following: “the carer was very inspiring and it was helpful to hear first-hand experience”...“very upsetting at times but have taken a lot from the experience nonetheless”...“especially enjoyed the talk regarding spirituality”It has always proved important to discuss the sessions with the Interprofessional Learning Co-ordinator in the School of Social Work at the University to see if there have been any changes to the core teaching programme, in order that we can ensure that the sessions are covering new ground for the students and enhancing their learning about hospice care, which we believe is a life lesson for all.
P49 Willen hospice - Changing the face of mandatory training through blended learning
Authors: David Marilyn , Hart Annette 
Published: October 2013

TitleChanging the face of mandatory training through blended learning.BackgroundNew medical director observed that staff did not demonstrate an understanding of Mental Capacity Act (MCA).MCA provides protection for both patients and staff.Evidence of training required for CQINS.Aims and objectivesBy linking theory to practice, enhances staff knowledge.By using mental capacity we were promoting patient choice as central to specialist palliative care.Key functional skills embedded into mandatory training.Approach usedPractice Development Lead Nurse formed a multi-professional group to review how MCA training could be facilitated. The group decided to train staff who were in daily contact with patients. This included clinical and non-clinical staff from reception, housekeeping and catering.Training was divided into two parts:Part 1; included key facts related to the act. Staff completed an online training session. Online quiz was used to assess staffs understanding of the theory of the MCA.Part two; Staff attended a workshop and small groups worked through different scenarios exploring how key points of the MCA works in day-to-day practice. Workshop facilitators were from different disciplines to provide breadth of insight.OutcomesLearning was measurable. An 80% pass mark was required to progress to part two of the training. Feedback was obtained from the workshops.A competent hospice workforce with the MCA embedded into practice.Staff demonstrating how to empower patients to make choices.Innovative approach to hospice learning.Staff feedback“It affects everyone and all staff has a responsibility”“Mental capacity is part of everyday care”“We should accept people’s decisions even if we don’t agree”“Eccentric or odd decisions are okay”Application to Hospice PracticeOur education reflects the broadening horizons of palliative care. Developing, equipping and preparing staff for the new challenges ahead.
P50 End Of Life Care (EOLC) training for Social Care Providers in Devon
Authors: Rainbow David , Gibbons Liz , Pryor Michelle 
Published: October 2013

This two year Community Pilot in end of life care training for social care providers is a collaborative venture between Devon local authority and Hospiscare.AimsTo identify the EOLC training needs of domiciliary care workers.To identify obstacles and inequalities in the provision of domiciliary EOLC in Devon.Our ApproachThree towns were identified as pilot sites. Twenty-four domiciliary care agencies’s were approached and asked for information relating to:Staff numbers/turnoverHours of contracted EOL/palliative careTheir training needsBarriers in accessing trainingHospiscare community teams, the Hospiscare education team, and primary care nurse managers were also interviewed.FindingsWe received a 92% response rate from Domiciliary Care Agency’s employing just over a 1000 staff.Analysis of results indicated a need for an introductory level one day programme, In improving the carer’s knowledge, skills and confidence in EOLC.In addition managers identified gaps in their knowledge relating to their role in EOLC. A manager level one day programme was designed around, the “6 Steps” National Programme.To date:Between 05/03/12 and 27/03/13, 400 care workers have attended the Introductory programme 100 senior staff have attended the Managers Programme.97% of attendees rated the programme as very good or excellent.The programme has been extended to the whole of Devon, and those working in residential care.A train the trainer programme is set for release in June. Enabling senior staff to deliver the introductory programme.Challenges:In times of substantial service redesign building good relationships and effective communication links with social care providers is key. It is important to make a non-statutory programme attractive through course timing, content and pricing. Sustainability is dependent on facilitating others to deliver the Programme (s), and by connecting with the real concerns and systems of work in grass roots social care.