Abstracts Posters References Mental Health Network NHS Confederation, Supporting recovery in mental health, Briefing, June 2012 (Issue 244, 1–8). Perkins Rachel, Repper Julie, Rinaldi Miles and Brown Helen (2012). Recovery Colleges. I OC, NHS Confederation, Centre for Mental Health Zucchelli, Fabio Alois and Syenna Skinner (2013). Central and North West London NHS Foundation Trust’s (CNWL) Recovery College: the story so far. Mental Health and Social Inclusion, Vol 17 (4), 183–189. Keywords Forensic practice, Practice development, Practice – present and future, Innovative practice, NHS Contact E-mail Addresses jana.zamecnikova@beh-mht.nhs.uk Author Biographies I have worked in the NLFS for 10 years. I am a B7 OT clinical specialist overseeing the medium secure part of the forensic service. I have co-developed, oversee and contribute to the facilitation of the workshops. I am a B7 OT clinical specialist overseeing the low secure part of the forensic service. I have contributed to the facilitation of the workshops. P52 Delivery of the educational element of occupational performance by a qualified teacher Powles K, Peare K, Tees, Esk & Wear Valleys NHS Foundation Trust Many patients in a forensic setting have a variety of learning needs such as English, Maths, ICT, Digital and Vocational these are mostly identified in the occupational performance assessment completed by the <strong>Occupation</strong>al Therapist. Several patients do not have community leave to access college, so education is provided in-house. This forensic service employs a Qualified Teacher with Learning and Skills Status to address these needs alongside the OT, particularly focusing on Functional Skills in English and Maths, which embeds learning into real life situations and Digital Learning which teaches patients Internet skills. Courses are provided on an accredited/non-accredited basis depending on needs of the patient. The OT initially assesses the patient and if a learning need/ interest/deficit is identified the teacher will complete a screening assessment. Intervention follows delivered by the teacher using a range of teaching-learning models. Courses are flexible where patients work at their own level and pace, with support where needed. Patients are involved in writing/reviewing their own Individual Learning Plan some complete exams, others a portfolio of work. Upon completion, patients are presented with certificates, they can progress onto the next level or start integrating into community learning, supporting the Vocational Rehabilitation Pathway. Close links with awarding bodies regulate accreditation. There have been 65 referrals in the past 12 months for education assessment 34 patients have already engaged. The benefit of in-house delivery allows flexibility in attendance according to their clinical presentation. Specific learning needs are identified by the teacher and formulated into a learning plan this is embedded into the OT intervention plan and supports CPA. Course assessment criteria can be effective outcome measures and the teacher can also use the MOHO Single Observation Screening Tool throughout, enhancing the OT reports. Keywords Forensic practice, Practice development, Education and learning, NHS Contact E-mail Addresses kelly.peare@nhs.net Author Biographies Keith originally graduated with an Art Education degree before being employed in Forensic Mental Health Service at TEWV NHS Foundation Trust in 2000. Keith’s initial role was as an OT Technical Instructor in Arts and Crafts and was also seconded into the prisons. Due to service need, Keith trained as a teacher specialising in Literacy and Language, qualifying in 2006 and gaining QTLS Status and professional registration. Keith has since developed the education within the OT department providing Functional and Digital Skills. In 2013, Keith has also qualified as an Internal Quality Assurer of Assessment leading the Vocational learning. I qualified in 2005 from Teesside University, and have worked in the Forensic service for 8 years. Within forensic services I have assisted in the development and implementation of my shared pathway”, alongside service users. This initiative brought about through quality improvement processes highlighted my enthusiasm for service improvement initiatives, and I have just completed a Masters in Service Improvement. I am committed to providing meaningful engagement to improve the experience of patients through their recovery. P53 Job planning in occupational therapy-supporting fidelity to practice and delivery Dunn N, Peare K, Tees Esk and Wear Valley NHS Trust <strong>Occupation</strong>al therapy job plans were completed across the forensic service as a way of informing our appraisal process and supporting clinician’s fidelity to occupational therapy. Forensic settings have a dominant nursing influence. <strong>Occupation</strong>al therapists can be ward based at times and as a result were finding they were increasingly pulled into generic tasks. Job planning was used to help staff identify these times, and think about how this could be adjusted in order to achieve the maximum quality therapy for our service users (HCPC, 2013, p11). Baseline example job plans for each band were provided by our head of service and training around job planning. This was then completed with each staff member with their clinical lead, and the results reflected upon with clear actions plans and goals for any adjustments agreed during the job planning session. Outcomes continue to be demonstrated we are in the first stages of job planning, however have already been surprised at the effectiveness of the process. All staff have completed job plans with reflections on their time spent completing certain tasks and how this relates to their job descriptions. It has helped support the protection of therapy specific time. One finding was around more careful consideration of the purpose and effectiveness of some of the scheduled meetings in a therapist’s week. This work has increased contact time, and we hope to obtain patient reported experience measures around 92
Abstracts Posters changes in patient’s wellbeing, involvement in activities, and support reductions in restrictive practice. It has guided training needs analysis to focus on delivery of occupational therapy. Implications are increased support for therapists and managers to protect the occupational therapy role within a multidisciplinary team. It is a visual tool which supports reflection and problem solving for staff around their own practice. It has also supported leads to influence management at a higher level. References Creek, J, Ilott, I, Cook, S and Munday, C. (2005) Valuing <strong>Occupation</strong>al Therapy as a Complex Intervention The British Journal of <strong>Occupation</strong>al Therapy, 68: 281–284
Change language