Supporting Self care Presentation

							      Supporting
       Self-Care


  Royal College of Physicians with
support from the Department of Health
Programme

Welcome and introductions
Learning outcomes
Definition of self care
4 components to support self care
Benefits of supporting self-care
Implementation and action planning
Evaluation and close

2
Learning Outcomes
By the end of this workshop you will be able to:

   Define self-care for long-term conditions
   Identify the 4 main components of supporting
    self-care
   Apply the 4 components
   State the benefits and reasons for supporting
    self-care
   Identify the roles and responsibilities of
    supporting self-care


3
Activity

Working in your allocated groups, introduce
 yourselves to each other and then agree
 a working definition for the term Self
 Care for patients with long term
 conditions




4
Self care for Long Term Conditions
has been defined as:
The activities that enable people to deal
 with the impact of a long term condition
 on their daily lives, dealing with the
 emotional changes, adherence to
 treatment regimes, and maintaining those
 things that are important to them



5
What are the four main components to
consider when supporting patients to self-
care?


                        Information

            Devices



            Skills        Support
           Training      Networks



6
Information
                                     I

Encourage the patient to access
 information highlighting the range of
 choice/ options available.

Where possible, provide evidence-based
 information in an appropriate medium.


7
Support Networks

Promote and encourage the involvement of
  either patient and/ or carer in appropriate
  support networks, to receive and/ or give
  support to others.


                                       S



8
Skills Training
Provide the patient with access to skills
  training, either within or outside your
  organisation

Appropriate skills training can increase the
 patients' confidence and competence to
 self care.

S
9
     D    Devices

Ensure that appropriate equipment and
 devices are discussed.

Where possible, provide these items or
 have knowledge of the relevant agency
 who could provide these for the patient.


10
Activity

In your groups watch the following video
    clip and with the accompanying
    information consider:

1)   What went well
2)   What could have been done better
3)   The extent to which Ron was
     encouraged to self care
11
Case study 1: Ron




  12
Drill down: Information
                                               I
Consider:

    The learning medium
    The patients current level of knowledge
    The patients skills level
    Their access to information
    Their level of understanding and
     comprehension


13
Drill down: Support Networks

Consider:

    Local – within hospital/ Trust/ region
    National

    Generic groups
                                        S
    Condition specific groups

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Activity

    In groups, discuss a self-care approach
     for Steve.

    Fill in the matrix provided to identify the
     challenges and actions, using the 4 main
     components as a guide.



15
Drill down: Skills Training
Expert Patients Programme (EPP)
    EPP is not condition specific.
    EPP does not make the patient an
     ‘expert’ in their condition, but gives them
     confidence and competence to self
     care.
    Strategic Health Authorities have been
     funded within baselines to fund courses

 S
    16
The 6 Facets of EPP
        Managing symptoms
        Exercising

        Healthy eating

        Managing medicines

        Communicating

        Action planning



   The target is for 100,000 patients in England
     to complete the 6 facets, each of which is a
     2 hour course
  17
Film clip: Expert Patients Programme




18
     Provided by Expert Patient Programme Community Interest
                                         Company (EPP CIC)
     D        Drill down: Devices

The Foundation for Assistive Technology
 (FAST) is a charity that works with the
 AT community to promote useful
 research and development for disabled
 and older people.
www.fastuk.org

    Whose responsibility is it to know?
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Activity

    Suggest reasons why supporting patient
     self care is important or beneficial for:

      The doctor
      The patient

      Your Trust




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Importance: for the doctor

    Saves time in the medium to long term
    Increased patient satisfaction with the
     quality of their medical care
    GMC guidelines – Good Medical
     Practice
    Now part of the new GIM Generic
     curriculum for medical specialties

21
General Medical Council

Good Clinical Care
Supporting self-care – paragraph 4
You should encourage patients and the public
  to take an interest in their health and to take
  action to improve and maintain it. This may
  include advising patients on the effects of
  their life choices on their health and well-
  being and the possible outcomes of their
  treatments.

22
Generic Curriculum for the Medical
Specialties




Knowledge
    Outline the concept of patient self-care



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Skills
   Develop and agree a management plan with the patient
    ensuring comprehension to maximise self-care
   Promote and encourage involvement of patients in
    appropriate support networks, both to receive support and
    to give support to others
   Encourage and support patients in accessing appropriate
    information


Attitudes and behaviour
   Recognise the impact of long term conditions on the
    patient, family and friends
   Ensure appropriate equipment and devices are
    discussed.
    24
Benefits: for the patient


    Increases confidence
    Improves quality of life
    Better health




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Benefits: for the Trust


    Reduces need for hospital admission
    Reduces repeat visits to hospital
    Improved discharge planning




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Implementation

What type of questions could you ask
your patients during consultations
which would promote self care?

What are some of the practical
considerations of supporting self care
in your day-to-day practice

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What we are aiming to achieve:
    Patients knowing what is ‘normal’ for their
     condition
    Patients knowing when, where and how to
     get further help and advice
    Patients recognising and monitoring their
     symptoms
    Patients having the confidence and skills to
     better deal with their condition
    Patients taking greater responsibility for their
     own health

28
Points to remember

    You can’t do it all yourself – it is a team
     activity

    The NHS cannot ‘do’ self-care to people
     - what it can do is create an
     environment where people feel
     supported to self care.

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Action Planning

                                               S
                                       I
    Think of the I.S.S.D. framework       D   S


 Ask yourself,
“by the end of this contact, will my patient
  be better able to self care than when I
  started?”

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Evaluation

Learning points:
1.
2.

Action points:
1.
2.

31
Useful websites
www.dh.gov.uk/selfcare
        examples of condition-specific devices
        Research evidence
www.expertpatients.co.uk
        Further information
        Location and times of courses
www.dipex.org
        first-hand experience
www.connexions.gov.uk
        advice for 13 to 19 year-olds
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