Home About us Contact
|
Home About us Contact | ||
|
|
||
Staffing Issues (staffing + issues)
Selected AbstractsTherapeutic errors involving adults in the community setting: nature, causes and outcomesAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 4 2009David McD Taylor Abstract Objective: To compare the nature of therapeutic errors made by adults in community residential units (CRU) and private homes (Home). Methods: This was an analytical case series of therapeutic errors, involving adults, reported to the Victorian Poisons Information Centre (January 2006 to March 2007). The main outcome measures were the nature, causes and outcomes of the errors and actions taken or recommendations for avoidance. Results: Ninety-seven CRU and 611 Home residents (cases) were enrolled. These groups took 243 (median 2) and 785 (median 1) medications in error, respectively (p<0.001). The medication administrators were predominately staff members (94.8%) and the cases themselves (95.9%), respectively (p<0.001). The CRU cases more frequently had an incorrect medication(s) or another person's medication(s) and the Home cases a double dose or incorrect dose (p<0.001). Wide ranges of medications were taken in error with cardiac and respiratory medications being more common among the Home cases. Four (4.1%, 95% CI 1.3-10.8) CRU and 16 (2.6%, 95% CI 1.6-4.3) Home cases were referred to hospital. No case followed up had a serious outcome. Error cause differed significantly between the groups (p<0.001). Staffing issues and human factors were common within the CRU and Home groups, respectively. Conclusions: Therapeutic errors in the community are preventable and differ considerably between the CRU and Home settings. Implications: Prevention initiatives are indicated with particular attention to CRU staffing, training and procedural issues. [source] Factors associated with constructive staff,family relationships in the care of older adults in the institutional settingINTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 4 2006Emily Haesler BN PGradDipAdvNsg Abstract Background, Modern healthcare philosophy espouses the virtues of holistic care and acknowledges that family involvement is appropriate and something to be encouraged due to the role it plays in physical and emotional healing. In the aged care sector, the involvement of families is a strong guarantee of a resident's well-being. The important role family plays in the support and care of the older adult in the residential aged care environment has been enshrined in the Australian Commonwealth Charter of Residents' Rights and Responsibilities and the Aged Care Standards of Practice. Despite wide acknowledgement of the importance of family involvement in the healthcare of the older adult, many barriers to the implementation of participatory family care have been identified in past research. For older adults in the healthcare environment to benefit from the involvement of their family members, healthcare professionals need an understanding of the issues surrounding family presence in the healthcare environment and the strategies to best support it. Objectives, The objectives of the systematic review were to present the best available evidence on the strategies, practices and organisational characteristics that promote constructive staff,family relationships in the care of older adults in the healthcare setting. Specifically this review sought to investigate how staff and family members perceive their relationships with each other; staff characteristics that promote constructive relationships with the family; and interventions that support staff,family relationships. Search strategy, A literature search was performed using the following databases for the years 1990,2005: Ageline, APAIS Health, Australian Family and Society Abstracts (FAMILY), CINAHL, Cochrane Library, Dare, Dissertation Abstracts, Embase, MEDLINE, PsycINFO and Social Science Index. Personal communication from expert panel members was also used to identify studies for inclusion. A second search stage was conducted through review of reference lists of studies retrieved during the first search stage. The search was limited to published and unpublished material in English language. Selection criteria, The review was limited to studies involving residents and patients within acute, subacute, rehabilitation and residential settings, aged over 65 years, their family and healthcare staff. Papers addressing family members and healthcare staff perceptions of their relationships with each other were considered for this review. Studies in this review also included those relating to interventions to promote constructive staff,family relationships including organisational strategies, staff,family meetings, case conferencing, environmental approaches, etc. The review considered both quantitative and qualitative research and opinion papers for inclusion. Data collection and analysis, All retrieved papers were critically appraised for eligibility for inclusion and methodological quality independently by two reviewers, and the same reviewers collected details of eligible research. Appraisal forms and data extraction forms designed by the Joanna Briggs Institute as part of the QARI and NOTARI systematic review software packages were used for this review. Findings, Family members' perceptions of their relationships with staff showed that a strong focus was placed on opportunities for the family to be involved in the patient's care. Staff members also expressed a theoretical support for the collaborative process, however, this belief often did not translate to the staff members' clinical practice. In the studies included in the review staff were frequently found to rely on traditional medical models of care in their clinical practice and maintaining control over the environment, rather than fully collaborating with families. Four factors were found to be essential to interventions designed to support a collaborative partnership between family members and healthcare staff: communication, information, education and administrative support. Based on the evidence analysed in this systematic review, staff and family education on relationship development, power and control issues, communication skills and negotiating techniques is essential to promoting constructive staff,family relationships. Managerial support, such as addressing workloads and staffing issues; introducing care models focused on collaboration with families; and providing practical support for staff education, is essential to gaining sustained benefits from interventions designed to promote constructive family,staff relationships. [source] Benefits and challenges of supervising occupational therapy fieldwork students: Supervisors' perspectivesAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2007Yvonne Thomas Background/aim:,Increased enrolments in occupational therapy education programs, together with changes in the employment patterns of practising occupational therapists, have resulted in a crisis in fieldwork education in Australia. This study aimed to investigate fieldwork supervisors' perspectives regarding the benefits and challenges of providing fieldwork placements, explore the potential link between providing student placements and later workforce recruitment, and document currently employed models of fieldwork supervision. Methods:,Participants included past, present and potential future fieldwork supervisors, sourced from fieldwork coordinators' databases at The University of Queensland and James Cook University. Using an online, purpose-designed questionnaire, descriptive data (frequencies and percentages) were gathered from forced-choice questions. For open-ended questions, content analysis was conducted to identify categories and themes. Results:,One hundred and thirty-two surveys were completed. Benefits of fieldwork placements related to opportunities for later recruitment of fieldwork students, students conducting projects and developing resources, a sense of contributing to the occupational therapy profession, and the development of employee skills. Challenges related to staffing issues, lack of physical resources and prohibitive workload pressures. Multiple models of supervision were employed in supervisors' workplaces, and almost all participants responsible for workplace employment had employed fieldwork students they had previously supervised. Conclusions:The results demonstrate a strong link between supervision and later recruitment of fieldwork students, suggesting that supervision of students is of considerable advantage to the host organisations in the recruitment of appropriately prepared employees. The study also demonstrates additional benefits to be promoted to supervisors and organisations to encourage and support fieldwork placements. [source] Children who have complex health needs: parents' experiences of their child's educationCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 4 2009J. Hewitt-Taylor Abstract Background An increasing number of children have complex and continuing health needs. These children have the same right to a full range of education opportunities as other children. Methods This paper reports on the findings from a small qualitative study of the experiences of parents whose children have complex heath needs, related to their experiences of their child's education. Interviews with parents were used to generate data. Findings Parents encounter a number of challenges to their children achieving equal opportunities in relation to education. The factors which influence their opportunities include: staffing issues, funding issues, the attitudes of individuals and organizations, staff confidence in meeting children's needs, clarity over responsibilities and funding. For parents, what seemed most important is not whether their child accesses mainstream education, but whether the school which they attend assists them to achieve their potential. Children who have complex health needs may have to make a greater effort than their peers to achieve educational goals, and may miss considerable school time. This can impact on their leisure time. Accessing pre-school education can be difficult for children who have complex health needs. Conclusions Inclusion in education should include pre-school provision, and more work in this area would be beneficial. Inclusion in mainstream education is only beneficial if it enables the child to participate fully with their peers. This requires practical and organizational issues to be addressed, services to be well co-ordinated, responsibilities and funding to be clear, and staff to be enabled to be confident in meeting the child's needs. However, it is also vital that individuals and organizations have a positive attitude to children and to inclusion. The additional effort and time which children may have to spend on their school work because of their health needs should also be recognized and supported appropriately. [source] | ||||||||||