BEING ME: Project report on best practices in learning and education to support LGBT ageing care and wellbeing

This report is based on our experiences of using a collaborative approach to identifying best practices for those involved in professional, vocational and community-based education and learning, in order to facilitate improved support for Lesbian, Gay, Bisexual and Transgender (LGBT) older people in health and social care. The best practices discussed here on learning and teaching, emerged from cross national collaboration and intercultural dialogue with a variety of stakeholders, including older LGBT people, educators, practitioners and learners using the World Café method. As one of the workstreams within the BEING ME European Project funded by EU Erasmus Plus (https://www.beingme.eu/), we aimed to promote and support the social inclusion of LGBT older people through positive interaction with educational institutions that prepare future professionals to work with older people. The best practices described here include a) identifying pedagogic approaches (the method and practice of teaching) b) generating examples of tailored educational resources c) recommendations on how to improve the knowledge and capabilities of future care professionals in the area of LGBT affirmative practices. Through a process of learning and exchange during two World Cafés, these areas were able to be more clearly articulated and should be read in conjunction with the BEING ME ‘Best Practice principles’ (https://beingme.eu/public/application/downloads/resources/being-me-best-practice-principles-20190212.pdf) which underpin good practice in the area of LGBT ageing care. Giving specific attention to identify ways of enhancing the skills, knowledge and capabilities of practitioners through education, should place them in a better position to develop a culture of support, openness and respect for LGBT identities which in turn are essential to LGBT older people's inclusiveness in care environments. The Best Practices Report provides the foundation for the development of the BEING ME educators online ‘toolkit’ aimed at both formal and informal learning settings and to a range of disciplines professions and vocations in health and social care

Pedagogical principles and methods underpinning education of health and social care practitioners on experiences and needs of older LGBT+ people: findings from a systematic review

There is a growing awareness of the need for LGBT + competency training to ensure that the health and social care services offered to older LGBT + people is affirmative and gender sensitive. To conduct a synthesis of the literature that describes the pedagogical principles, curriculum content and methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people. Systematic thematic review of literature. MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC. In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, this review examined peer-reviewed papers published in English, prior to April 2018 that addressed pedagogical and curriculum issues on the inclusion of needs and experiences of older LGBT + people. The combined searches yielded 2214 papers of which 17 papers were eligible for inclusion, 10 discussion papers and 7 evaluation studies. Analysis identified the following themes: i) Acknowledging the wider historical context of older LGBT + people's lives; ii) Recognising that older LGBT + people are not a homogenous group; iii) Incorporating a multitude of theories and models from different perspectives; iv) Alerting practitioners to the health issues and disparities facing older LGBT + people; v) Including content that supports inclusive care for older LGBT + people; vi) Addressing barriers to older LGBT + people accessing health care; vii) Interactive activities are the preferred pedagogical strategy; viii) Involving older LGBT + people in curriculum development is a core principle; and ix) Mandatory education is not always the solution. As the field matures there is a need for more exploration of curriculum principles, assessment strategies and strategies to overcome barriers to the inclusion of issues experienced by older LGBT + people within curricula. [Abstract copyright: Copyright © 2019 Elsevier Ltd. All rights reserved.

Learning to deliver LGBT+ aged care: exploring and documenting best practices in professional and vocational education through the World Café method

Substantial evidence on the adverse impact of ageing on lesbian, gay, bisexual and transgender (LGBT+) populations through the lack of inclusive care services has highlighted the need for education and training of the health and social care workforce to enhance their skills, knowledge and capabilities in this area. We describe a cross-national collaboration across four European Union countries called BEING ME. This collaboration examined the current pedagogic environment within professional, vocational and community-based education to identify what is most valuable for addressing these needs. The World Café method enabled a process of structured learning and knowledge exchange between stakeholders resulting in: (a) identification of best practices in pedagogies, (b) generation of tailored co-produced educational resources, and (c) recommendations on how to improve the knowledge and capabilities of future care professionals in the area of LGBT+ affirmative practices. Combined with themes from the post-Café evaluation, our findings suggest that underpinning professional and vocational education with a person-in-environment perspective facilitates going some way to acknowledging the historical context of older LGBT+ people's lives. Addressing the unique needs of sub-populations within LGBT+ communities and setting these in the context of holistic and person-centred care may better enable the meeting of their unique diverse needs for ageing. Recommendations are made for learning and teaching strategies to support improved LGBT+ aged care

"Teta, s kom si ti lezbijka?" Z izobraževanjem proti nevidnosti LGBT+ starih ljudi v socialni in zdravstveni oskrbi [Slovenian] / "Auntie, with whom are you lesbian?": with education against the invisibility of LGBT+ old people in social and health care [English]

socialni in zdravstveni oskrbi Specifične značilnosti življenjskih potekov in preteklih izkušenj LGBT+ starih ljudi zahtevajo znanje in ozaveščenost zaposlenih v skrbstvenih poklicih. V članku s pomočjo mednarodne perspektive osvetlimo temeljne teme področja vključujoče oskrbe LGBT+ starih ljudi, s posebnim poudarkom na slovenskem kontekstu, in pri tem izčrpno uporabimo spoznanja evropskega projekta »Being me« (2018–2020). V projektu smo raziskovali dobre prakse na področju izobraževanja in razvili spletna učna gradiva ter pripomočke za zaposlene v socialni in zdravstveni oskrbi. Med načeli in pristopi, ki so nas vodili pri raziskovanju, so bili v ospredju poudarek na medpresečnosti, odpornosti, perspektivi moči, življenjskih zgodbah in sodelovanju z LGBT+ starimi ljudmi v vseh fazah projekta. (English) The specific characteristics of life course and past experiences of LGBT+ old people require knowledge and awareness on the part of carers. In this paper, an international perspective to shed light on key issues in the field of inclusive care for LGBT+ older people is used, with a particular focus on the Slovenian context, drawing extensively on the findings of the European project “Being me” (2018–2020). In the project, we aimed to explore best practice in the area of education and to develop online learning materials and tools for social and health care workers. Among the principles and approaches that guided our research, the focus was put on intersectionality, resilience, strengths perspective, life stories, and collaboration with LGBT+ old people in all phases of the project

Efficient, non‐toxic anion transport by synthetic carriers in cells and epithelia

Transmembrane anion transporters (anionophores) have potential for new modes of biological activity, including therapeutic applications. In particular they might replace the activity of defective anion channels in conditions such as cystic fibrosis. However, data on the biological effects of anionophores are scarce, and it remains uncertain whether such molecules are fundamentally toxic. Here, we report a biological study of an extensive series of powerful anion carriers. Fifteen anionophores were assayed in single cells by monitoring anion transport in real time through fluorescence emission from halide-sensitive yellow fluorescent protein. A bis-(p-nitrophenyl)ureidodecalin shows especially promising activity, including deliverability, potency and persistence. Electrophysiological tests show strong effects in epithelia, close to those of natural anion channels. Toxicity assays yield negative results in three cell lines, suggesting that promotion of anion transport may not be deleterious to cells. We therefore conclude that synthetic anion carriers are realistic candidates for further investigation as treatments for cystic fibrosis.info:eu-repo/semantics/publishe

Anion Recognition by a Bioactive Diureidodecalin Anionophore

info:eu-repo/semantics/publishe

BEING ME: Promoting best practices in LGBT ageing care through inclusive professional and vocational education

An overview of an ERASMUS PLUS project which has four main workstreams: Cross national comparison and documentation of existing best practices legislation and policies and educational resources in UK, Ireland, Netherlands and Slovenia. Systematic review of existing pedagogic principles and methods underpinning education of health and social care practitioners on LGBT ageing. Using the ‘World Café ‘ method for co-producing Best Practices in education and generating tailored educational resources. The use of storytelling and theatre in transferring tacit knowledge between older LGBT people, learners and educators about LGBT ageing human rights

Host-guest complexes of C-propyl-2-bromoresorcinarene with aromatic N-oxides

The host-guest complexes of C-propyl-2-bromoresorcinarene with pyridine N-oxide, 3-methylpyridine N-oxide, quinoline N-oxide and isoquinoline N-oxide are studied using single crystal X-ray crystallography and 1H NMR spectroscopy. The C-propyl-2-bromoresorcinarene forms endo-complexes with the aromatic N-oxides in the solid-state when crystallised from either methanol or acetone. In solution, the endo-complexes were observed only in methanol-d4. In DMSO the solvent itself is a good guest, and crystallisation provides only solvate endo-complexes. The C-propyl-2-bromoresorcinarene shows remarkable flexibility when crystallised from either methanol or acetone, and packs into one-dimensional self-included chains. Of special note, crystallising C-propyl-2-bromoresorcinarene with 3-methylpyridine N-oxide from acetone results in a 2:2 dimeric capsular assembly organised through both C−H···πhost and N−O···(H−O)host interactions.peerReviewe

“Being me”: developing pedagogic tools to strengthen education and training for health and social care practitioners who provide services to older LGBTQI+ people

LGBTQI+ ageing populations in the globalised world continue to be ignored through lack of inclusive care services and face social isolation, stigma and discrimination and higher risk of negative mental health outcomes. This paper shares the outcomes of an EU project ‘BEING ME’ in which four EU partners collaborated to improve the care provided to older LGBTQI+ people by health and social care practitioners, through the development of targeted pedagogic tools and teaching resources. Adopting an innovative approach through the World Café, a collaborative process was used to engage with older LGBTQI+ people with lived experience, service providers, practitioners and educators Together, these stakeholders were able to share experiences, expertise and best practices to improve pedagogic approaches which enable improved inclusive care. Sixteen potential learning resources were identified for learning and teaching, which emerged from the themes of Two World cafés in Ireland and Netherlands. These resources contributed to the development of a toolbox for learning, a best practice guide and a board game. The teaching and learning resources were tested and validated with older LGBTQI+ service users and educators at a further workshop in Scotland. The project was formally evaluated using a pre and post workshop survey and thematic analysis of qualitative data gathered during the World Café group activities. Findings from the evaluation contributed to our understanding and recommendations on what is needed to improve awareness and skills of health and social care professionals and how to do so. The BEING ME website and toolkit developed by the project seeks to make a tangible contribution to addressing this gap in the health and social care curricula. It is imperative that LGBTQI+ and older LGBTQI+ issues are embedded throughout the educational curriculum on vocational and professional programmes in order to improve practice and the way care is provided to this marginalised group. Sharing this work will help to stimulate awareness and to share the resources developed

Host-guest complexes of C-propyl-2-bromoresorcinarene with aromatic <i>N</i>-oxides^*

<p>The host-guest complexes of C-propyl-2-bromoresorcinarene with pyridine <i>N</i>-oxide, 3-methylpyridine <i>N</i>-oxide, quinoline <i>N</i>-oxide and isoquinoline <i>N</i>-oxide are studied using single crystal X-ray crystallography and ¹H NMR spectroscopy. The C-propyl-2-bromoresorcinarene forms <i>endo</i>-complexes with the aromatic <i>N</i>-oxides in the solid-state when crystallised from either methanol or acetone. In solution, the <i>endo</i>-complexes were observed only in methanol-d₄. In DMSO the solvent itself is a good guest, and crystallisation provides only solvate <i>endo</i>-complexes. The C-propyl-2-bromoresorcinarene shows remarkable flexibility when crystallised from either methanol or acetone, and packs into one-dimensional self-included chains. Of special note, crystallising C-propyl-2-bromoresorcinarene with 3-methylpyridine <i>N</i>-oxide from acetone results in a 2:2 dimeric capsular assembly organised through both C−H···π_host and N−O···(H−O)_host interactions.</p