Abstract
AimsDuring the recent lockdown, it was difficult for those with complex needs associated with learning disability and autism to source timely support. Despite the challenges posed by the COVID-19 epidemic, several resourceful initiatives were implemented, across the clinical landscapeThe Self-guided CCaRM Programme was developed as a format for on-line workshops with those concerned. The expectation was to reframe support already there, and streamline further support to best effect.MethodThis programme evolved from the Complex Case and Recovery Management Framework (The CCaRM*), developed within Merseycare Specialist LD Services. This value-based platform was being used by the Specialist Support Team (SST) to support people in the community with LD and Autism with complex needs. With lockdown constraints, the service became reliant on working indirectly through family and carers.Primary Driver: 1:The priority during the lockdown was to make sure how quickly to carry on functioning ,when everyone was distant from each other, and not been able to see people who have Learning Disability & Autism with complex needs.2: Bringing CCARM to the people as a internet based intervention as CcARM was successfully practice with specialist services.3: To provide a format for service users and then career to better review and reframe the care needs, to better effect for themselvesDuring the recent lockdown, for those with complex needs associated with learning disability and autism:It was difficult for people to source timely support for themselves.It was difficult for specialist teams to reach them with useful adviceSecondary Drivers: 1:To reframe support already there and to streamline farther support to best effect.2:Increase Engagement:3:Ensure Accessibility4:Continuing workshops through COVID-Pandemic with no gaps in between-in first PDSA cycleChange Ideas 1: The approach to counter the impact of Lockdown in a critical area2: To adapt the CCARM framework to the online environment.3: Simplification to improve over all engagement within the processA skype-based workshop was convened for all relevant parties. In advance, attendees reviewed concerns using the 6 self-guided CCaRM headings, in line with the original CCaRM, as follows: Having a good circle of supportHaving a good shared understandingHaving clear problem areas thought aboutSocial Participation and Living a Good LifeKeeping people safe and wellMaking progressFor each theme, areas of strengths, concerns, and possible fresh approaches were explored. Subsequently, collaborative care plans were refreshed accordingly.ResultThere were 8 such workshops conducted in first PDSA cycle . Participants included support staff and family members, though no service users in this period. All gave positive feedback: that the experience helped with understanding and confidence in roles, and generated fresh ideas to try.Conclusion•This approach helped counter the impact of lockdown in a critical area.•It was interesting to adapt the CCaRM framework to the online environment.•The perforce simplification seemed to improve the engagement of carers•Further work needs to explore potential service user involvement also, and to evaluate the approach longer term.
Highlights
It was difficult for those with complex needs associated with learning disability and autism to source timely support
This programme evolved from the Complex Case and Recovery Management Framework (The CCaRM*), developed within Merseycare Specialist LD Services
This value-based platform was being used by the Specialist Support Team (SST) to support people in the community with LD and Autism with complex needs
Summary
S191 therapy (OST), and the usual doses of OST (65%, 94%, 94% rated ‘neither confident nor not confident’ or below, respectively). To offer a psychoeducation and reflective practice group for nursing staff (NS) and health care assistants (HCAs) working on a Trauma and Orthopaedics Ward in Southmead Hospital, Bristol. The staff were asked to complete anonymous paired pre-and postcourse questionnaires about their attitudes and confidence regarding mental health difficulties This questionnaire included both quantitative components (e.g. 1–5 Likert scales) and qualitative components (free text boxes) which were analysed and coded . Quantitative results showed that staff felt it was important to learn about mental health conditions and have a reflective space. Their confidence and knowledge improved in understanding and managing psychiatric presentations. Qualitative results revealed several common themes – (i) Space; staff valued a protected, structured, safe space, (ii) Relationships: staff valued sharing with colleagues and supporting each other, (iii) Sharing and learning; staff valued a space to think about patient’s formulations, discuss common experiences, express their own emotions and learn from each other and (iv) Psychoeducation; the staff welcomed ideas of ways to communicate with patients and specific skills to use on the wards
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.