Innovative learning from simulated patient complaints

Repeated inquiries have highlighted issues with patient safety, communication and the exploration of complaints, emphasising the interplay between each in securing the optimum patients’ journey through health and social care provision (Francis 2013, Keogh 2013). The Care Quality Commission (2014) highlighted that every concern or complaint is an opportunity to improve. A complaint may signal a problem, with the potential to help save lives, and well-handled concerns can help to improve the quality of patient care. Despite these potential benefits there is a wide variation in how complaints are handled or the fostering of an open culture where all complaints are welcomed and learnt from. The University of Derby in delivering pre-registration nursing education utilises simulation to explore patient complaints in order to facilitate recognition of the value they offer, providing transferability to enhance nursing practice and improve patient safety. The simulated experience consists of examining the reasons for complaints; impacts upon service users; lessons for nurses and other health professionals; means of address and preventing repetition of similar incidents;enhancements for practice and lessons for organisations. As part of this process the inclusion and effects of Human Factors are explored from the inception of the simulation experience. Students’ simulate three phases: root cause analysis; the development of a response letter; and a proposal for practice enhancement. These are all subsequently explored via a simulated Boardroom experience. This consists of a panel of allocated ‘experts’ to which the students’ present their findings and recommendations to enhance potential future patient experience and safety. Robust exploration of students’ thought processes and actions are incorporated within this experience via questioning, observation and reflections of the panel. Resulting from this simulation, students develop key transferrable skills: critical thinking; team working; leadership; knowledge of systems and processes; communication skills; customer care; quality assurance, governance and promoting patient safety that are mapped against the competencies outlined in the Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. This experience and feedback is recorded within each students practice document. This is used for subsequent review by their practice mentor, and can be used as part of their practice assessment at the applicable progression point. Learning from service user complaints is high on the agendas of commissioners and healthcare providers. This simulated experience has the potential to be transferred in to not only nursing practice but also any other healthcare professional pre-registration education and continued professional development. References Care Quality Commission (2014) Complaints Matter. Newcastle Upon Tyne: CQC. Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry, London: The Stationery Office. Keogh, B. (2013) Review into the Quality of Care and Treatment Provided by 14 Hospital Trusts in England: An overview report. London: The Stationary Office. Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education. London: NMC. Key words: • simulation • complaints • patient safety • enhancing practice. Bullet points that indicate how your work contributes to knowledge development: • innovative approaches to teaching and learning through the application of simulated complaints • enhancement of patient safety and the quality of care • development of transferable competence for nursing practice

Students' Experiences of Ability Grouping - disaffection, polarisation and the construction of failure

This paper reports findings from the first two years of a four-year longitudinal study into the ways that students' attitudes towards, and achievement in, mathematics are influenced by ability-grouping practices in six schools. Through the use of questionnaires administered to the whole cohort of 943 students, interviews with 72 students and approximately 120 hours of classroom observation, the relative achievement in, and the changes in attitudes towards, mathematics are traced as the students move from year 8 to year 9, with students in four of the six schools moving from mixed-ability grouping to homogenous ability groups or 'sets'. Ability-grouping was associated with curriculum polarisation. This was enacted through restriction of opportunity to learn for students in lower sets, and students in top sets being required to learn at a pace which was, for many students, incompatible with understanding. The same teachers employed a more restricted range of teaching approaches with 'homogeneous' groups than with mixed-ability groups which impacted upon the students' experiences in profound and largely negative ways. Almost all of the students interviewed from 'setted groups' were unhappy with their placement

Service and support requirements of people with younger onset dementia and their families final report, August, 2012

In 2011, Alzheimer’s Australia NSW (AlzNSW) was engaged by Ageing, Disability and Home Care (ADHC) to research the service and support requirements of people with younger onset dementia and their families in New South Wales. AlzNSW partnered with the Social Policy Research Centre (SPRC) and UnitingCare Ageing to conduct the research. This report outlines the methods, findings and policy implications of the research. Dementia is a major cause of disability amongst older people and some younger people aged under 65 years, causing ‘progressive change and degeneration in cognitive mental functions, such as memory, language, rational thinking and social skills, as well as behaviour, emotion and personality’ (Mocellin, Scholes and Velakoulis, 2008:1). Younger onset dementia is defined as dementia which occurs before the age of 65 years and under 50 years for Aboriginal people.   *Other authors - Ariella Meltzer, Karen R Fisher, Denise Thompson and Robyn Fain

Study of Strangeness Condensation by Expanding About the Fixed Point of the Harada-Yamawaki Vector Manifestation

Building on, and extending, the result of a higher-order in-medium chiral perturbation theory combined with renormalization group arguments and a variety of observations of the vector manifestation of Harada-Yamawaki hidden local symmetry theory, we obtain a surprisingly simple description of kaon condensation by fluctuating around the "vector manifestation (VM)" fixed point identified to be the chiral restoration point. Our development establishes that strangeness condensation takes place at about 3 n_0 where n_0 is nuclear matter density. This result depends only on the renoramlization-group (RG) behavior of the vector interactions, other effects involved in fluctuating about the bare vacuum in so many previous calculations being "irrelevant" in the RG about the fixed point. Our results have major effects on the collapse of neutron stars into black holes.Comment: 4 page

Development of an observational instrument for measuring role behavior in social work groups.

Thesis (M.S.)--Boston Universit

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

The Problem of Mass: Mesonic Bound States Above T_c

We discuss the problem of mass, noting that meson masses decrease with increasing scale as the dynamically generated condensate of "soft glue" is melted (Brown/Rho scaling). We then extend the Bielefeld LGS color singlet interaction computed for heavy quarks in a model-dependent way by including the Ampere law velocity-velocity interaction. Parameterizing the resulting interaction in terms of effective strength of the potential and including screening, we find that the masses of pi, sigma, rho and A1 excitations, 32 degrees of freedom in all, go to zero (in the chiral limit) as T goes to Tc essentially independently of the input quark (thermal) masses in the range of 1-2 GeV, calculated also in Bielefeld. We discuss other LGS which show q-bar q bound states, which we interpret as our chirally restored mesons, for T > Tc.Comment: 20 pages, 6 figures (Table 2 is added

Harnessing Technology Schools Survey 2009: data report – part 1, descriptive analysis

This document, the data report, is a reference document which presents the data in tabular form for anyone who wants to examine the findings of the Harnessing Technology Schools Survey (HTSS) in depth, for example in relation to specific areas of technology or policy, or by school sector. The findings for each question are also set out by school sector by primary, secondary and special school sub-samples