#OTalk 28th August – Influencing Equipment Provision, It’s within our gift.

This weeks #OTalk is on the topic of “Equipment Provision” and will be hosted by Adam Ferry (@AdamFerry3). This chat is one in a series of chats being hosted in collaboration with the OT Show (@TheOTshow).

Here is what Adam had to say…

The experience of equipment exhibitions for many Occupational Therapists working within the public sector (NHS/Local Authority) is likely to have been similar to my own.  The relatively undirected amblings of someone looking longingly at equipment they know will never be available to them.

That was certainly my experience some years ago until I dipped my toe into the private sector.  From that point exhibitions became a lot more interesting as I understood that my awareness and understanding of the market played a critical role in ensuring recommendations within that sector were current, accurate and exhaustive.

For this reason I can understand, based on my experiences, why manufactures/providers of healthcare products often appear to focus more on the private market and indeed why whilst making my way through exhibitions I hear Occupational Therapists saying to the exhibitor “sorry, I work in the NHS”.

However, working in both statutory and private services concurrently has afforded me opportunity to both expand my product knowledge and influence decision makers within the former.

At The OT Show 2017 I was shown a moving & handling product, a non-mechanised standing aid, very similar to a popular but more expensive model often used by my Occupational Therapy team.  The product we had been requisitioning in increasingly high numbers needed to be approved by a weekly clinical panel based on clinical reasoning and availability of reconditioned alternatives but was reducing significantly the need for mechanical standing hoists which were currently a standard stock item.  The approval process and subsequent ordering meant that clients were often waiting for 2-3 weeks for this piece of equipment with hospital discharges managed with alternatives that were not ideal.

On discussion with the exhibitor some recommendations were made for minor alterations to the product that would make it more flexible within the home environments we work in.  We discussed costs per unit and availability of stock.  Based on reduction of mechanical stand-aid provision and the lower cost of this new product I felt able to build a business case that suggested its inclusion as a standard stock item off-set by making the mechanical device a ‘special’ requiring panel approval.

This business case was approved, the equipment trialed and has now been ordered in bulk as a standard equipment store item.

My personal experience demonstrates how Occupational Therapists use of an exhibition is not dependent on which sector you work in but more about mind-set.  Wherever we work we are the expert in our clients and their needs.  Equipment providers need us to tell them what we need, so be brave and take control.

Exhibitors also need to take ownership; engage Occupational Therapists from every sector.  I may have ordered 1-12 of these products a year in my private sector role but have just influenced the order of more than 30.

Tell exhibitors what we need so that they can go and find or design it; that makes an exhibition a true collaboration of expertise.

So lets start a revolution and have the equipment our clients need on the approved list, not what is cheapest or what a non-clinical manager tells us we need.

Chat Objectives:

  • Participants will reflect on their potential impact on commissioning of equipment.
  • Acknowledge skills and demand for specialist knowledge within manufacturing & design.
  • Reflect on our use of exhibitions as a ‘2 way street’.
  • Develop an understanding of how we can influence change, both in design and procurement.

Questions to Consider:

  1. What do you want to get out of an OT conference exhibition?
  2. Is there a difference in mind set between private & statutory sector OTs within an exhibition?
  3. Have you had any experiences of influencing change to equipment procurement?
  4. What do you think that exhibitors want from us?
  5. Describe your perfect conference exhibition. How would it be different?

Keep your eyes peeled for some exciting news coming soon from The OTalk Team & The OT Show!

Advertisements

#OTalk 14th August 2018 – Meaningful Occupation in Dementia.

This weeks #OTalk is on the topic of “Meaningful Occupation in Dementia” and will be hosted by Mary Mulry (@murlymary).

Here is what Mary had to say…

Dementia is a syndrome characterised by deterioration in memory and cognitive functions. Dementia is progressive in nature with the focus of treatment being to delay further memory/cognitive decline and enhance the older adult’s quality of life. There are many therapies well researched in this area e.g. cognitive stimulation therapy (Spector et al, 2013), sonas apc (Connors, 2000), doll therapy, reminiscence therapy, errorless learning etc. However, despite all of this research, older adults with dementia are engaging in activities with little meaning to them and these activities are not reflecting their life experiences. The aim of this OTalk is to explore this area of meaningful occupation with the dementia population in more detail.

The following are the main aims to consider during the OTalk:

  • Define occupation and identify what is meaningful occupation.
  • Understanding the significance of meaningful occupation with the older adult with dementia.
  • Understanding the importance of gathering information about the older adult with dementia in order to empower them to engage in meaningful occupation.
  • Identify the barriers and facilitators in Occupational Therapists carrying out occupation-focused therapy.
  • Explore risk management in relation to enablement

#OTalk Research 7th August 2018 – Creative approaches to communicating research.

This weeks #OTalk is on the topic of “Creative approaches to communicating research” and will be hosted by Lynne Goodacre (@lynnegoodacre).

Here is what Lynne had to say…

“So, tell me about your research”, is a question which many researchers dread being asked. Why? Because it is a real challenge to condense something like a doctoral study into a short accessible format. It is also a question which may be asked with a degree of trepidation due to the often lengthy and complicated answer which may follow.

Being able to ‘bottom line’ your research and communicate with excitement and passion to a non-specialist audience is an essential skill for researchers. This is highlighted by its identification as a core skill in the VITAE Researcher Development Framework.

To truly engage people with our work there is a need for researchers to think creatively about how we communicate their work with a level of clarity which makes it accessible to all. Being able to write academic articles and give excellent Power Point presentations are no longer the sole communication skills required by researchers. Blogging, videos, vlogging, podcasts, animation are now mainstream forms of communicating research.

As part of this years Royal College of Occupational Therapists Annual Conference the Occupational Therapy Doctoral Network organised a 3 minute challenge which challenged researchers to communicate their research in 3 minutes in as creative a way as possible without the use of slides. It was a great event and illustrated how creative approaches can truly engage an audience.

Building on this event this months OTalk Research will explore the following questions:

  1. Why is it important to develop a range of approaches to communicate research?
  2. If you think across all areas of research and broadcast media who would you flag up currently as great communicators of research and why?
  3. What is the most creative way you have either communicated your research or seen research communicated?
  4. What are the challenge of communicating research to non-specialist audiences
  5. Other than powerpoint and writing academic articles what do you think are great communication skills for researchers to develop?
  6. What resources have you discovered or do you use to communicate research which may be of interest to others.

References

VITAE Researcher Development Framework https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework

Post chat

Chat host – @LynneGoodacre

Support on the #OTalk account – @hooper_ek

Online Transcript

#OTalk Healthcare Social Media Transcript August 7th 2018

The Numbers

1.189M Impressions
301 Tweets
24 Participants
241 Avg Tweets/Hour
13 Avg Tweets/Participant

#OTalk Participants

 

 

 

 

 

#OTalk 31st July 2018 – The use of Sensory Based Interventions in Psychiatric Settings.

This weeks chat is on the use of sensory based approaches in psychiatric settings and will be hosted by Rachel Rule (@RRuleOT).  Here is what Rachel had to say…

Champagne and Stromberg (2004) discuss the use of sensory approaches as innovative alternatives to restraint and seclusion for people residing in psychiatric inpatient settings. Sensory interventions are found to offer creative strategies and promote health and recovery and can be applied across various age groups, diagnoses and levels of care. Scanlan and Novak (2015) also highlight sensory based interventions as being non-invasive, self-directed and empowering. Sensory based interventions can support recovery-focused and trauma informed practice in the self-management of distress.

At the 2017 Royal College of Occupational Therapy conference I attended a ‘Sensory Circuits’ Occupation Station, facilitated by Laura Smalley and Jamie Lee Nelson. The session showcased the group that Laura and Jamie were currently running in their inpatient mental health setting, with children and adolescents. Engaging in this session and further email conversations with Laura has driven a personal inspiration to learn more about the use of sensory based interventions in psychiatric settings. In my second-year placement in a CAMHS hospital I replicated this session with support of my practice educator, and the feedback from the young people was highly positive. The sensory sessions were delivered in conjunction with Dialectical Behavioural Therapy and supported the young people to make links between their body, mind and actions. The young people repeatedly requested the sensory circuits session and 1:1 sessions where they could develop their coping strategies with the use of the items provided. These items could be readily purchased at home, to support wellbeing in the community when they were discharged from hospital.

Sensory based interventions could include the use of coloured lights, aromatherapy, textured items, sweet, salty or sour flavours and relaxing music or sounds. Weighted blankets can be used to provide deep pressure and touch. Personalised, smaller sensory kits can also be created to be used independently (Scanland and Novak, 2015; Champage, Koomar and Olson, 2010; Champagne and Stromberg, 2004).

Questions.
1.
Have you ever used sensory based approaches in practice?  Which area of psychiatric practice do you work in?

  1. What do you perceive to be the barriers or benefits to using sensory based approaches in psychiatric settings? What made you chose to/chose not to use this approach historically?
  2. What would the role of the Occupational Therapist be in facilitating sensory based interventions?
  3. Do you feel that sensory based approaches could reduce the use of seclusion and restraint in your area of practice?
  4. How would you envision the use of sensory based interventions within your current practice setting?

References.

Champagne, T. and Stromberg, N. (2004) ‘Sensory approaches in inpatient psychiatric settings. Innovative alternatives to seclusion and restraint’, Journal of Psychosocial Nursing, 42(9), pp. 33-44.

Champagne, T., Koomar, J. and Olson, L. (2010) ‘Sensory processing evaluation and intervention in mental health’, OT Practice, 15, pp. 1-7.

Scanlan, J. N. and Novak, T. (2015) ‘Sensory approaches in mental health: a scoping review’, Australian Occupational Therapy Journal, 62(5), pp. 277-285.

Post Chat

Host; Rachel Rule (@RRuleOT)

Support on the #OTalk account;  Rachel Booth @OT_rach

Online Transcript

#OTalk Healthcare Social Media Transcript July 31st 2018

The Numbers

831.511K Impressions
287 Tweets
43 Participants
230 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

#OTalk 24th July 2018 – Play as a Goal in Paediatric OT

This weeks chat is on the topic of play as a goal in paediatric OT and will be hosted by our Student Digital Intern Carolina (@Colourful_OT).  Here is what Carolina has to say…

Play is recognised as one of children’s most important occupations and forms a major part of paediatric occupational therapy. However, a paper published this year (Moore and Lynch, 2018) found that the paediatric occupational therapists surveyed primarily used play as a “means” (e.g. using play to build rapport or as an intervention to improve motor skills) rather than as an “end” of therapy (e.g. carrying out interventions to enable a child to participate in play activities), and rarely set goals that related to children’s occupational performance in play. Barriers to play-centred practice identified included lack of education regarding play and play being perceived as a “waste of time” amongst parents and teachers unless it was being used for skill acquisition.

As a student who recently finished a placement in primary care paediatrics in which play was used extensively to improve handwriting and gross/fine motor skills, I found this paper thought-provoking, and I wanted to see what experience other occupational therapists have had of goal-setting around play. I am particularly interested to see if different approaches to play are taken in different areas of practice, and how setting goals relating to participation in play fits into other core concepts in occupational therapy, such as being occupation-focused and being child- and family-centred.

#OTalk discussion questions for this chat:

  1. Do you have experience of setting therapy goals or measuring outcomes relating to children’s participation in play?
  2. Do other occupations such as schoolwork and ADLs tend to take priority over play occupations in paediatric practice, and why?
  3. Can children’s play be accurately assessed using play assessments (e.g. the Play Observation Scale) and should these be more widely used?
  4. Do you think involving children more in goal-setting would lead to more play-focused therapy goals?

References

Alice Moore, Helen Lynch, (2018) “Play and play occupation: a survey of paediatric occupational therapy practice in Ireland”, Irish Journal of Occupational Therapy, Vol. 46 Issue: 1, pp.59-72, https://doi.org/10.1108/IJOT-08-2017-0022

Post Chat

Online transcript

#OTalk Healthcare Social Media Transcript July 24th 2018

The Numbers

722.610K Impressions
138 Tweets
16 Participants
110 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

#OTalk 17th July 2018 – Models of Practice Education.

This weeks chat is on the topic of practice education models and will be hosted by Mary Mulry (@MulryMary).  Mary is a lecturer and practice education coordinator in Occupational Therapy at Glasgow Caledonian University. Here is what Mary had to say…

Practice education is an area of growing interest for me since assuming the role of Practice Education Coordinator last year. The role has opened my eyes to the challenges facing both educational institutions and practice educators in sourcing and providing adequate placements for occupational therapy students. Practice education is the backbone of our education as occupational therapists, yet despite its importance, there is an acknowledged shortage of placements.

With growing numbers of students needing placements, increasing resource shortages and lower staffing ratios, there is a growing expectation on occupational therapists to take more students every year. It is documented that a one to one model of practice education has its benefits however given the growing pressures on services and occupational therapists there is a greater need for practice educators and educational institutions to consider other models of practice education.

The move towards other models of practice education needs careful consideration. It needs to be evidence based and ensure that the quality of the placement is maintained. Peer learning has been documented as being beneficial when considering models of practice education, this facilitation of peer learning needs significant consideration when coordinating placements (Martin et al, 2004; Price et al, 2016).

The following are some questions to be considered:

  • What is your experience and/opinion of practice education models (practice educators and students)?
  • What supports do you feel need to be put in place for practice educators implementing the 3:1 or 2:1 model?
  • What are the benefits and/or challenges in implementing these models of practice education (3:1 and 2:1)?
  • Would you consider supporting students of various levels or of the same level as part of implementing 3:1 or 2:1 models of practice education?
  • Do you think some settings are more suited to implementing these models of practice education than others?

References

Martin, M. Morris, J. Moore, A. Sadio, G. and Crouch, V. (2004) Evaluating practice education models in occupational therapy: comparing 1:1, 2:1 and 3:1 placements. British Journal of Occupational Therapy. 67(5) pp. 192-200.

Price, D. and Whiteside, M. (2016) Implementing the 2:1 student placement model in occupational therapy: Strategies for practice. Australian Occupational Therapy Journal. 63(2) pp. 88-95.

Post chat

Online Transcript

#OTalk Healthcare Social Media Transcript July 17th 2018

The Numbers

760.015K Impressions
175 Tweets
22vParticipants
140 Avg Tweets/Hour
Avg Tweets/Participant

#OTalk Participants

 

#OTalk 26th June 2018- Mental Capacity Act and Deprivation of Liberty Safeguards.

This weeks chat is on the topic of the Mental Capacity Act (MCA) and The Deprivation of Liberty Safeguards (DoLs) and will be hosted by Sarah Sharland (@SarahSharland19).  Here is what Sarah had to say…

The Mental Capacity Act 2005 came into force in 2007. It was designed to protect those who were deemed vulnerable or who may have an impaired ability to make decisions for any reason that affects the functioning of their minds. It can also be used to support those who do have capacity and are planning for their future care needs. Everyone working within the MCA should feel confident in applying the principles and supporting people to make decisions for themselves. Should the person be assessed as lacking capacity, then any decision regarding their care should be made in their best interests.

The Deprivation of Liberty Safeguards (DOLS) were brought in as a result of a Supreme Court ruling, as an amendment to the MCA 2005, and apply in only England and Wales. They ensure that when restraints and restrictions are used under the Act, that the person is protected and represented. They also ensure that any implementations are the least restrictive possible and are regularly reviewed. DOLS can only be used if the person is being deprived of their liberty in a care home or hospital. As part of the legislation, the person must have an advocate or representative, and they also have the ability to challenge or appeal the authorisations within the legal system.

Questions for the OTalk chat:

  1. How does the Mental Capacity Act affect your practice?
  2. Are you involved in mental capacity assessments, and what is your role/setting?
  3. How confident do you feel in your knowledge of the Mental Capacity Act? Please give reasons for this (training, experience etc)
  4. How confident do you feel in your knowledge of the Deprivation of Liberty Safeguards? Please give reasons for this (training, experience etc)
  5. What do you think are the benefits of involving occupational therapists in MCA and DOLS assessments?

POST CHAT

Hosting the chat: Sarah Sharland @SarahSharland19

Support on @OTalk account Rachel @OT_rach

Online Tanscript

#OTalk Healthcare Social Media Transcript June 26th 2018

The Numbers

935.396K Impressions
250 Tweets
24 Participants
200 Avg Tweets/Hour
10 Avg Tweets/Participant

#OTalk Participants