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e-connect News from the Mental Health Team Faculty of Education, Health and Community

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Dementia Congress Recovery Colleges Mental Health Community on Blackboard


Welcome to the e-connect ed 3 Editorial: Welcome to e-connect Edition 3. This newsletter has been designed and produced by Rebecca Rylance with help from the mental health teaching team, with the intention of improving communications between the faculty and all our students. This edition, like the three earlier ones, has a blend of both serious and not so serious issues which we hope will educate and entertain you. December 2012 was the launch date for e-connect, so we are approaching our first anniversary. The response to it has been good, and the comments have been very positive, and the team are pleased with its success so far. We hope that you enjoy this edition

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Rebecca @ R.Rylance@ljmu.ac.uk

Joe @ J.Johnson@ljmu.ac.uk


Welcome 02 Meet the Team 03 5 Minutes with May Baker 04 Recovery Colleges 05 Recipe Page 06 Quiz 07 Publications 8 - 9 Placement Charter 10 Dementia Congress 11 The Student Mentoring Service 12-13 Mental Health Community on Blackboard 14 James Evans 15 Practice Profile 16 2013 Cohort 17 Mental Health Bytes 18

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5 minutes with... May Baker Q. Place where you were born? A. Glasgow Q. How long have you worked at LJMU? A. 9 years Q. Specialist topic/expertise A. Addictions / Dual Diagnosis / Motivational Interviewing Q. Best thing about working at LJMU? A. Getting paid every month / enthusiastic students / good colleagues Q. A fact that no-body knows about you A. I used to be a supermodel Q. Favourite food A. A Scottish square sausage or Scottish steak pie. (which I haven’t eaten for 15 years as I’m a veggie) Q. If you could have super-power what would it be? A. To make the sun shine more in the UK Q. Favourite Movie? A. Gone with the Wind Thank you to the staff & students who posted questions!

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Recovery Colleges

Mark Haines is the team leader of the Recovery Team (St Helens) at 5 Boroughs Partnership NHS Trust. He tells us that: Recovery colleges deliver comprehensive, peer-led education and learning programmes within mental health services. They are run like any other college, providing education as a route to recovery. Courses are co-devised and co-

delivered by people with lived experience of mental illness and by mental health professionals and are offered to service users, professionals and families alike, with people choosing the courses they would like to attend from a prospectus. As well as offering education alongside treatment for individuals they also change the relationship between services and those who use them; they

identify new peer workers to join the workforce; and they can replace some existing services. Recovery colleges are still in their infancy in this country and both Mersey Care NHS Trust and 5BP are working on their own Recovery College. To access the Mersey Care NHS Trust Recovery College prospectus go to your Community site on Blackboard.

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Debbie Knott’s CARIBBEAN TURKEY AND VEGETABLE STEW

A vibrant twist to a traditional stew, combining chunks of turkey with mixed peppers, cherry tomatoes and spicy jerk flavours to make a dish that tastes as fresh as it looks. Information Serves: 4 Prep time: 30 minutes Cook time: 1½ - 2 hours

Ingredients 1 red onion, peeled halved and sliced 2 garlic cloves, peeled and chopped 1 tbsp jerk seasoning 750g skinless turkey breast steaks, cut into 3cm pieces 1 green pepper, deseeded and cut into 2 cm pieces 1 yellow pepper, deseeded and cut into 2 cm pieces 1 red pepper, deseeded and cut into 2 cm pieces 300g cherry tomatoes 250g button mushrooms halved 1 tbsp fresh thyme leaves 400ml chicken stock 1 level tbsp gravy granules Salt and freshly ground black pepper Fresh thyme leaves to garnish

Method 1. Preheat the oven to 180°C/Gas 4. 2. Put all the ingredients into a large casserole dish, place over a high heat and bring to the boil. Season well. 3. Cover the dish with a lid and transfer to the oven. 4. Cook for 1½-2 hours or until the turkey is tender. 5. Remove from the oven and garnish with the thyme leaves before serving. For those of you who are watching their weight, this is very low on calories and only 1 Syn on slimming world!!

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Mental Health Quiz

Dementia* Q1. There are around 800, 000 people living with Dementia in the UK True/false Q2. Alzheimers disease is a type of Dementia True/false Q3. Alzheimer’s is the most common cause of dementia True/false Q4. 1 in 5 people will develop dementia in their lifetime True/false Q5. 2/3 of people with dementia are men True/false Q6. Dementia is a condition that only occurs in old age True/false Q7. An early diagnosis is important True/false Q8. There aren’t any treatments for dementia True/false Q9. The anti -dementia drugs can completely reverse the symptoms of dementia True/false Q10. The Prime Ministers Dementia Challenge (2012) Pledges to boost dementia research, address quality, increase public understanding of dementia and make dementia communities more friendly True/false * Answers on Page 17

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Mental health team launch ground breaking book for mental health nurse students and professionals. looking for a guide to the main psychological therapies and interventions available in practice.

With psychological interventions increasingly used in mental health nursing and the importance to patient treatment recognised by the National Institute of Health and Clinical Excellence (NICE), the book is expected to prove a valuable and important tool for many mental health nursing students and professionals and is currently number 1 on Amazon’s best seller list. Mental health problems are common, with one in four people thought to suffer some form of mental health illness in their lifetime. Conditions can be long lasting and can have a serious impact on quality of life for individuals and their families and carers. Outcomes have been shown to improve by good practice-based interventions, including psychological therapies, highlighting the need for such a book. This groundbreaking book, Psychological Interventions in Mental Health Nursing, is the ideal resource for trainee and qualified mental health nurses or healthcare professionals

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“We’re really excited about the book as there are currently no other books like it in the nursing arena,” says Author, Grahame Smith, Principal Lecturer and Head of the Mental Health, Social Work and Counselling Department. “Books that are currently available tend to focus on interventions at a broad level or focus on one specific intervention so we’re delighted to bring this new resource to the field.” The book was launched at the Energise for Excellence in Mental Health & Learning Disability Nursing Conference. Grahame added: “The book and the conference encapsulates the effective working relationship that the mental health team at LJMU has with its practice partners.” Built around the Nursing and Midwifery Council’s (2010) standards for pre-registration nursing education and written by experts in the field, the book explains which interventions are most effective for each of the more common mental health disorders. It also shows you how these interventions work in practice and illustrates the skills required to use them in practice, using examples from real practioners’ experiences. Particular attention is paid to the ethical context of psychological interventions and challenges readers to question their underlying beliefs, values and assumptions.

Psychological interventions within mental health nursing practice have always been a high priority, as reflected in the Department of Health’s (2006) guidance for pre-registration mental health nursing programmes and the Nursing and Midwifery Council’s (2010) standards for pre-registration nursing. These documents emphasize the need for contemporary mental health nursing students to develop skills and knowledge that improve care outcomes for mental health service users both at a broad level such as communication skills, and at a specific level such as psychosocial interventions. “The mental health nursing lecturers within the Faculty have long recognised that delivering effective psychological interventions is a crucial part of the contemporary mental health nurse’s practice and certainly over the last few years this is something that has also been reflected in pre-registration mental health nurse training programmes” explains Grahame. The book has been a real team effort and is testament to the dedicated Mental Health Nursing Team who began writing the book in August 2010. Each member of the team produced a chapter either on their own or with a fulltime practitioner, with Grahame taking on the role of editor/author. “This book provides excellent foundations in common psychological interventions that


are used in mental health and other fields of nursing. Each chapter uses a scenario, which helps to apply the concepts to the real world of providing healthcare. This is reinforced by the robust manner in which the text signposts readers to examples which they may use or test out in their day to day practice of mental health nursing.” Paul Barber, Senior Lecturer, University of Chester, UK “This accessible scenario based text gets to the heart of how to effectively integrate psychological values and emotional intelligence with professional, ethical and cognitive skills to develop a meaningful collaborative therapeutic relationship with mental health service users and their families. The language, style, and format is engaging and linked to mental health field-specific competencies which all pre-

registration mental health nurses must now achieve to graduate and register with the Nursing & Midwifery Council (NMC 2010).” Linda Cooper, Professional Head Mental Health Nursing, Learning Disability and Psychosocial Care, Cardiff University, UK (former Chair Mental Health Nurse Academics UK) “This book takes you on a developmental journey of psychological interventions and provides a good grounding in the subject. It is one of few that successfully endeavours to preserve the true meaning of the service user’s experience whilst promoting the importance of clinical effectiveness and evidence base. This is an ideal text for student nurses and qualified practitioners and is particularly rewarding given the balance of authors from a clinical, academic and research background.” Dr

Joy A Duxbury, Head of Centre of Mental Health and Wellbeing, University of Central Lancashire, UK “Whether you struggle with mental health as a service user, or a student embarking on a career in mental health nursing, you will find this book accessible and useful. It provides students and health professionals from a variety of backgrounds the opportunity to advance their knowledge and skills, and offers a developing and innovative approach that will place them at the forefront of mental health practice.” Robert Walker, Fellow Member of the Institute of Mental Health and Associate Expert for the School of Inclusion and Communities, UK. This book can be purchased online from: www.amazon.co.uk

Proud to Publish Each member of the Mental HealthTeam have published one or more chapters in the book ‘Psychological Interventions in Mental Health Nursing’. Maidenhead, Open University Press Smith, Grahame Smith, G. (Editor) (2012) Psychological Interventions in Mental Health Nursing. Maidenhead, Open University Press 2012 ‘Panel Member’ - International Social Work Seminar (Liverpool) 2012 Innovations in Dementia: Nutrition & Exercise (Innovate Dementia launch event – AAL Conference Eindhoven) 2012 ‘Innovative mental health care in aging societies: a critical perspective’ (18th International Network for Psychiatric Nursing Research conference - Keble College, Oxford) Karen Rea 5th world Congress on Deafness and Mental Health in Monterey, Mexico – May 2012. Co –authored paper that Lisa and Kevin Baker presented to LJMU teaching and learning conference – June 2012 Rylance & Harrison Rylance, R., Harrison, J. and Chapman, H. (2012) ‘Who assesses the physical health of inpatients with serious mental illness? Mental Health Practice, 16 , (2) May Baker Mental Health Nursing Case Book (Case Book Series) (2012) edited by Nick Wrycraft.  My chapters were Substance Misuse and Substance Misuse in Older People. OU publisher. Rebecca Rylance & Denise Parker Presented a poster at the 8th UK dementia Congress in Nottingham on 6th & 7th November

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Achieving excellence in learning and care... Placement Charter This Charter demonstrates the Placement’s commitment to provide a safe and high quality learning environment for all learners to prepare them for their future roles working collaboratively in multi-professional teams. The ‘Placement Pledges’ and the ‘Rights, Roles and Responsibilities of learners’ instil the values embedded within the NHS Constitution (DH 2013) and Health Education England’s NHS Education Outcomes Framework (DH 2012).

NHS

Placement

CHARTER

Achieving excellence in learning and care

Placement Pledges

Rights, Roles and Responsibilities of learners

Ensure all learners are welcomed, valued and provided with an inclusive, safe, stimulating and supportive learning experience.

Prepare adequately for the placement, including contact with the placement in advance. Disclose any health or learning needs that may impact on the placement, or the achievement of learning outcomes.

Promote a healthy and ‘just’ workplace culture built on openness and accountability, encouraging all learners to raise any concerns they may have about poor practice or ‘risk’, including unacceptable behaviours and attitudes they observe at the earliest reasonable opportunity. Respond appropriately when concerns are raised.

Raise any serious concerns about poor practice or ‘risk’, including unacceptable behaviours and attitudes observed at the earliest opportunity. Be clear who to report any concerns to in order to ensure that high quality, safe care to patients / service users and carers is delivered by all staff.

Provide all learners with a named and appropriately qualified / suitably prepared mentor / placement educator to supervise support and assess all learners during their placement experience.

Actively engage as an independent learner, discuss learning outcomes with an identified named mentor / placement educator, and maximise all available learning opportunities.

Provide role modelling and leadership in learning and working, including the demonstration of core NHS ‘values and behaviours’ of care and compassion, equality, respect and dignity, promoting and fostering those values in others.

Observe effective leadership behaviour of healthcare workers, and learn the required NHS ‘values and behaviours’ of care and compassion, equality, respect and dignity, promoting and fostering those values in others.

Facilitate a learner’s development, including respect for diversity of culture and values around collaborative planning, prioritisation and delivery of care, with the learner as an integral part of the multi-disciplinary team.

Be proactive and willing to learn with, from and about other professions, other learners and with service users and carers in the placement. Demonstrate respect for diversity of culture and values, learning and working as part of the multi-disciplinary team.

Facilitate breadth of experience and inter-professional learning in placements, structured with the patient, service user and carer at the centre of care delivery, e.g. patient care pathways and commissioning frameworks.

Maximise the opportunity to experience the delivery of care in a variety of practice settings, and seek opportunities to learn with and from patients, service users and carers.

Adopt a flexible approach, utilising generic models of learner support, information, guidance, feedback and assessment across the placement circuit in order to support the achievement of placement learning outcomes for all learners.

Ensure effective use of available support, information and guidance, reflect on all learning experiences, including feedback given, and be open and willing to change and develop on a personal and professional level.

Offer a learning infrastructure and resources to meet the needs of all learners, ensuring that all staff who supervise learners undertake their responsibilities with the due care and diligence expected by their respective professional and regulatory body and organisation.

Comply with placement policies, guidelines and procedures, and uphold the standards of conduct, performance and ethics expected by respective professional and regulatory bodies and organisations.

Respond to feedback from all learners on the quality of the placement experience to make improvements for all learners.

Evaluate the placement to inform realistic improvements, ensuring that informal and formal feedback is provided in an open and constructive manner.

• ‘Learner’ refers to all health, education and social care students, trainees, hosted learners. • ‘Placement’ relates to all learning environments / work based learning experiences. • ‘Professional and regulatory body and organisation’ relates to standards required to ensure patient and public safety, and professional behaviours.

Developed in the North West by healthcare learners, service users, carers, and health and social care staff from all professions in the North West region.

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Health Education North West


Our Senior lecturers and members of the Innovate Dementia Project Team Rebecca Rylance & Denise Parker presented their poster at the prestigious 8th UK Dementia Congress hosted in Nottingham on 5-7th November. The poster (left) was accepted amongst fierce competition and was well received by professionals, carers and experts in dementia care representing the NHS, private, voluntary and independent sectors.

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The Student Mentoring Service Hello, my name is Niall Colgan I am currently in my 3rd and final year as a mental health student nurse and I am also part of the Student Mentoring Service. I first joined the student mentoring service in 2012, the reason I joined is because I felt it was a great idea for students to have that extra support throughout their first year, I also joined as I feel that I had gained a lot of experiences not only in my first year as a mental health student nurse but life in general. First year studying nursing can be daunting, stressful; overwhelming but it can also be enjoyable and rewarding and we as student mentors want first years to have the best experience possible. We can act as a first port of contact for students for may not feel comfortable going to a lecturer or classmates. We do this by meeting

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with the first year students during the induction week of the course where the students are assigned mentors for that year. We explain to the students they can contact us at anytime concerning any

issue around university life. This could range from Placements, accommodation, assignments/ exams, finance etc. This contact

could be through emails or meeting for a coffee for just a general chat about how they are getting on in first year. At times throughout the year we contact our students just to remind them that we are here are always here to help and to chat up on their experience so far. During my time as a student mentor myself and others have had the opportunity to attend training days which not only benefit myself but also the students we are mentoring. These include a recognised teacher training qualification, leadership and management training and we also reach out to the wider community, on national stroke day we set up stall at an Asda and took shoppers blood pressure and gave information about hypertension and refer many to visit their GP. We also help in the university its self, with interview days and


university open days. These are only a few of the examples of the work we do! I feel that being a student mentor has been a rewarding experience, I not only help new students but I can also give advice about things I wished I had done in first year to make university life easier for the next three years. But the most important thing I say to my students is to enjoy your first year and being a first year!!!

of passion for practice. The conclusion of which was to that through ventures like the Student Mentoring Service is a gateway into becoming enacted within learning.Through finding your own passion allows you to teach (to a greater or lesser extent). Now this might seem similarly contrived both to see myself as passionate and a teacher, but on some levels I am, in promoting

And I’m Alan Thompson I joined the student mentoring service in my second year, during my stint I have enlisted in a number of activities that have allowed me to develop myself both in my studies and nursing practice; principally through my own personal development. Through partaking in inductions and conferences have enabled me to develop; speaking to larger and smaller groups and a significant increase in my confidence in my abilities to conduct communication at an advanced level. However there are many initiatives such as the mentoring service; and in the same vein they purport to accomplishing this; and in taking part in some of them they do not compare in the level of commitment both from ourselves and that of the lectures and lead Frances Colburn. The direct impact of the scheme on those that inhabit the same learning community is rewarding in itself. Within a presentation I developed the notion of the Student Mentoring service as an inroad into teaching and the maintenance

vital that we recognise how to stay enacted and proactive in maintaing passion. I feel this is the greatest lesson I have learnt the fact that to truly maintain this passion one must maintain interaction as much as humanly possible. Retrospectively this seems simplistic and can be recognised in the oft quoted collocation “you only get out what you put in” and many before have reiterated its importance. The Student Mentoring Service offers a grass roots way to empower, increase communication and aid in the integration of students into their own learning community. The mindfulness to take these lessons out into practice should not be underestimated as it is such fundamental challenges as retaining passion that can envisage a happy and fulfilled career, something which can not be reiterated enough.

healthy lifestyle choices to conducting presentations imparting information. In the wide world of practice it is readily observable that there are disenchanted, disgruntled and demoralised staff members; through a plethora of reasons. I’m not saying that they are poor practitioners, just that as I have previously worked in a loathsome vocation and through experience I know that it impacts on most aspects of your life. This may seem idealistic and vague in tone but to be mindful of this aspect in the face of great austerity, job cuts and a burgeoning caseload, it’s

Niall “old school” Colgan & Alan Thompson

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How to access your MENATL HEALTH COMMUNITY on Blackboard

1. Select the community tab

2. Select Nursing with registered Nurse Status (SHA)

3. Scroll down the left colum to fields and click on MENTAL HEALTH

Welcome to YOUR COMMUNITY!

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Welcome to the team James Evans! Biography

James Evans Programme Manager for Social Work, Mental Health and Counselling

I am very happy to be a new addition to the mental health team. Qualifications: • BA (Hons) Applied Social Studies 1990 • CQSW 1992 • Diploma Psychiatric Social work 1992 • Advanced Certificate in Education (post compulsory) 2005 • Post Graduate Certificate Education 2008 • MA in Advance Educational Practice 2010 Experience: I have been a qualified social worker for 20 years. I am a registered social worker and continue to practice. I have worked in children and families social work for most of my career focusing on work with children in secure accommodation and on safeguarding teams. I have been working in higher education for over 10 years.

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David Hindley Practice Profile

David started his nurse training in 1983 in the old Winwick Hospital, Warrington. In its day the largest psychiatric facility in the country. Since he has held various positions both as a Manager in in-patient services and the community. Having seen psychiatry progress from the old ‘asylum’ days to what is now an innovative science he has, for the last few years, been working as a lecturer in Hollins Park and in various Schools and Colleges around Warrington and Widnes. More recently he has been involved with John Moores as an Honorary Lecturer working within the Faculty of Health and

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Applied Social Sciences. For the last 9 years David has been Team Manager in the Warrington & Halton Early Intervention in Psychosis Team helping establish and maintain an award winning service serving young people age 14 to 35 who present with a first episode of psychosis. David is very enthusiastic about nurse training and believes that ‘learning by experience ‘whilst being ‘true to yourself’ is paramount to a successful career in psychiatry. He stated, ‘within EI we see Students as sponges and want to learn as much as possible from their time with us’. In regard to

nurse education David is affirm believer in making the experience ‘real’ hence his excitement at the new training facilities at Tithebarn Street which will allow this. A keen Bolton Wanderers supporter and Rugby league enthusiast David is looking forward to pushing back the boundaries of the more traditional nurse education system and embracing the new technology and teaching opportunities that nurse students are afforded


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Mental Health Bytes Web links to recent articles The Francis Report http://www.midstaffspublicinquiry.com/report Student Study Support – Harvard Referencing http://www.ljmu.ac.uk/studysupport/69049.htm The London School of Economics Mental Health Policy Group “How Mental Illness Loses Out in the NHS” http://cep.lse.ac.uk/_new/research/mentalhealth/default.asp ....final thoughts We hope you have found this third edition of econnect informative and entertaining. Don’t forget that this is your magazine so don’t be backward at coming forward with ideas and suggestions for items that you would like to see covered in future editions. The next edition is planned for Spring 2014.

Mental Health Quiz, Dementia

Answers: 1. True, 2. True (others include Vascular dementia and dementia with Lewy Bodies) 3. True 4. False (1 in 3), 5. False (2/3 of women have dementia) 6. False (There are at least 17,000 people with dementia in the UK with dementia under the age of 65) 7. True (early diagnosis allows for planning, choice, access to treatment and support) 8. False (there are many pharmacological and psychological treatments) 9. False (the anti-dementia drugs slow down the progression of dementia for a period of time) 10. true

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On behalf of the mental health teaching team we would like to wish you all a very happy Christmas and a successful 2014 and remember: ”Always desire to something useful”. (Sophocles)

learn

Rebecca & Joe

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