The development of a dementia awareness training package in the Thames Valley region: an evidence based approach

Introduction: Health Education England’s (2014) mandate stipulated that 250,000 healthcare staff required Tier 1 level dementia awareness training. In response, Health Education Thames Valley in the UK commissioned the Dementia Academic Action Group. This consortium, of University of Bedfordshire, Oxford Brookes University, University of Northampton and University of West London, reviewed dementia awareness training, identifying gaps, best practice and barriers to accessing training. This work led to the development of a training model for delivery to health & social care sectors.Method: A scoping review was undertaken to achieve a comprehensive understanding of the range of dementia awareness training currently being delivered. A mixed method approach was employed, consisting of a literature review; review of Tier 1 dementia awareness educational resources (59 training documents); stakeholder interviews (n=32); carer focus groups (n=2) and online staff survey (n=74).Results: The literature and scoping reviews and stakeholder interviews found a wide range of training available. Stakeholders reported this variety made it challenging to confidently identify training which met staff and organisational needs. The review of dementia training identified that most resources included information on signs/symptoms, types/causes, supporting people with dementia and person centred care. Information on policy, legislation and end of life care were less evident. The literature review identified ethnic diversity, learning disability and young onset dementia as gaps in training provision. The stakeholder, staff and carer findings highlighted theneed for greater information on: developing personal communication strategies; information about dementia and how to develop activities to support positive engagement. Finally, staff and stakeholders considered benefits of different training delivery styles, reporting a preference for a blended learning approach, stating this was more suited to developing dementia knowledge and skills, as opposed to a solely online format.Conclusion: Based on the findings, it was identified that there is an apparent need to develop a standard training package, which should be person centred, support enhanced communication approaches and increase understanding of coping with a diagnosis of dementia. This could prove attractive to the health & social care workforce in the Thames Valley Region, across the UK, and to the international arena

The design, delivery and impact of a Tier 1 Dementia Awareness training package delivered in the Thames Valley Region in England, UK

Objectives: As part of Health Education England’s (HEE) response to the 2014 Mandate, Health Education England Thames Valley (HEETV) commissioned four universities to undertake a multi-phase project. The University of West London, Oxford Brookes University, University of Bedfordshire and University of Northampton became partners in the Dementia Academic Action Group (DAAG). Phase 1 of the project consisted of a Scoping Review, reported through a poster at the 2016 ADI. This poster will focus on Phase 2 (design and delivery of the training package) and Phase 3 (evaluation of the impact of training). The DAAG has developed evidence based and quality assured training package based on recognised National UK standards such as Skills for Health Dementia Training Standards (2015). It has also been validated by the Alzheimer Society as meeting the standards for Dementia Friend’s training, and participants are eligible to register as a Dementia Friend on completion of the training. The package is mostly delivered in a 2 hour session, but can also be taken through 8 separate units of learning. A total of 1471 people attended the standard 2 hour training, delivered through 84 different sessions in 34 different venues across the region. Attendees represented a wide range of professionals, from porters, cooks and cleaners to nurses, pharmacists, therapists and doctors. Some sessions were uni- professional but, most had a professionally mixed audience. The number of trainees per session varied from 3 to 112. Subsequent to the training, quantitative and qualitative data was collected through evaluation questionnaires, combined with follow up online questionnaires and individual face to face or telephone interviews 6 weeks after the event. Over 85% of respondents to the follow up questionnaires and interviews reported improved skills, attitudes and confidence in working with people with dementia following the training. 70.2% indicated that they had been able to transfer some of what they had learned in the training to practice. Sustainability was ensured through the development of a trainers guide and ‘train the trainers’ events. The Tier 1 dementia awareness training package is now available for free from the Health Education England website, and it’s ongoing use is subject to continuing evaluation

Global Matrix 4.0 Physical Activity Report Card Grades for Children and Adolescents: Results and Analyses From 57 Countries

Background: The Global Matrix 4.0 on physical activity (PA) for children and adolescents was developed to achieve a comprehensive understanding of the global variation in children’s and adolescents’ (5–17 y) PA, related measures, and key sources of influence. The objectives of this article were (1) to summarize the findings from the Global Matrix 4.0 Report Cards, (2) to compare indicators across countries, and (3) to explore trends related to the Human Development Index and geo-cultural regions. Methods: A total of 57 Report Card teams followed a harmonized process to grade the 10 common PA indicators. An online survey was conducted to collect Report Card Leaders’ top 3 priorities for each PA indicator and their opinions on how the COVID-19 pandemic impacted child and adolescent PA indicators in their country. Results: Overall Physical Activity was the indicator with the lowest global average grade (D), while School and Community and Environment were the indicators with the highest global average grade (C+). An overview of the global situation in terms of surveillance and prevalence is provided for all 10 common PA indicators, followed by priorities and examples to support the development of strategies and policies internationally. Conclusions: The Global Matrix 4.0 represents the largest compilation of children’s and adolescents’ PA indicators to date. While variation in data sources informing the grades across countries was observed, this initiative highlighted low PA levels in children and adolescents globally. Measures to contain the COVID-19 pandemic, local/international conflicts, climate change, and economic change threaten to worsen this situation

Effect of Litter Quality and Inorganic-N on Decomposition and Nitrogen Release in Alley Cropping from Three Leguminous Agroforestry Tree Species Effect of Litter Quality and Inorganic-N on Decomposition and Nitrogen Release in Alley Cropping from Three Le

ABSTRACT The effects of litter quality and inorganic nitrogen (N) on rate of decomposition and N release pattern by three leguminous woody species were investigated under field conditions by the litterbag technique. The research was carried out in Zambia. The alley trees were Leucaena leucocephala, Senna siamea and Flemingia macrophylla. Maize was the companion crop. Dried leaf litters were placed inside litterbags and buried into the top 10-15 cm depth of soil. The four inorganic N levels were 0, 34, 68, and 112 kgNha -1 . Samples were drawn at intervals of 2, 4, 8, 12, and 16 weeks and were analysed to determine remaining dry matter weight, N, lignin, cellulose, polyphenol and carbon. Major findings were that L. leucocephala and S. siamea decomposed significantly faster than F. macrophylla. It was also observed that the level of inorganic N had a significant effect on decomposition rate. These results show that both the chemical composition of plant residues and level of inorganic fertiliser N applied increased the rate of plant residue decomposition

Nyunga: A clay figurine traditional game of the Kalanga ethinc group of Zimbabwe

This article describes a traditional game in Zimbabwe, with special reference to nyunga, a clay figurine throwing game that is indigenous to the Kalanga speaking people of Masendu, Zimbabwe. The Kalanga are a part of an ethnic group, which has its origin closely linked to the Shona ethnic group and constitute the people and language, which is spoken in South western parts of Zimbabwe in Bulilima and Mangwe Districts. Linguistically and culturally, they belong to the main Karanga tribe of Zimbabwe. Today they are linked to the Ndebele; an ethnic group, which took over their land in the mid-nineteenth century.Data for this study were collected from a sample of the Kalanga people in the district of Bulilima, a dichotomy of two districts, Bulilima and Mangwe in the west of Zimbabwe. The information on nyunga were sought through focus group discussions and individual interviews. The interviews were then followed by demonstrations of the game by villagers who were mostly the surrogates of Kalanga culuture. Observations, visual recordings and audio recordings assisted in capturing the skills, techniques and game patterns. The analysis of the game showed that nyunga is mostly a boys’ game, played in summer in rivers, at pools and ponds. Players used conically/cylindrically shaped clay figurines. The aim of the game is to cause the clay figurine make a smooth trajectory until it hits the water surface with the tapered end thus creating small splashes and ripples. The game has resemblances with ndale/changamala played by the Chewa/Ngoni of Malawi. Competence is premised on power, skill and technique, from which, nyunga/ndale can be classified as a game of physical skill. Quantitative and qualitative research methods were triangulated to verify and authenticate the information. It was concluded that the game has a lot of merit and can be easily introduced as recreational and leisure resorts with little costs.Key words: Nyunga, Ndale, Changamala, clay figurine, indigenous sport and game, recreation activity, Kalanga people

Mngqwayi: a stick throwing game of the Kalanga people of Zimbabwe

No Abstract. AJPHERD Vol. 14 (4) 2008 pp. 495-51