• Physical health assessment in mental health practice

      Collins, Eve; University of Chester (SAGE, 2013-01-15)
      This book chapter aims to discuss the importance of providing effective physical health assessments for individuals with mental health problems; explain the processes of conducting a comprehensive health history; and identify the health parameters which should be assessed as part of the physical examination for individuals with mental health propblems.
    • The physical health needs of individuals with mental health problems - setting the scene

      Drake, Mandy; University of Chester (SAGE, 2013-01-15)
      This book chapter aims to identify the main physical health conditions affecting individuals with mental health problems; explain the reasons for poor physical health among this client group; discuss the barriers to physical health improvement; provide an overview of the political agenda in relation to physical and mental health co-morbidity; and debate the mental health practitioner's role in physical health care.
    • Planning for a second wave pandemic of COVID-19 and planning for winter : A statement from the Association of Schools of Public Health in the European Region

      Middleton, John; Lopes, Henrique; Michelson, Kai; Reid, John; Wolverhampton University; Universidade Cato´lica; Fulda University; University of Chester
      Planning for a second wave pandemic of COVID-19 and planning for winter : A statement from the Association of Schools of Public Health in the European Region
    • Policy drivers

      Baldwin, Moyra A.; Wilson, Frances; University of Chester (2008-09)
      This powerpoint presentation discusses issues raised in developing and evaluating an education programme to meet the health and social care commissioning agenda of the twenty-first century.
    • Policy drivers

      Mabhala, Mzwandile A.; University of Chester (SAGE, 2010-10-15)
      This book chapter discusses policy documents and policy drivers relating to palliative care.
    • Politicisation or Professionalisation? Exploring divergent aims within UK voluntary sector peer mentoring

      Buck, Gillian; University of Chester (Wiley, 2019-09-04)
      Meaningful ‘user involvement’ is an established aim of social work practice, and increasingly, an aspiration of criminal justice, yet there are unique challenges to participatory work within punitive contexts. Drawing upon a study of peer mentoring in the voluntary sector, this article unveils some core tensions related to (ex)service user involvement in criminal justice. Interviews with mentors, mentees, and key stakeholders, along with direct observations of practice, reveal that respondents often see their work as personal-political, emphasising the value of lived expertise and of collective action to address limiting social conditions. Simultaneously, however, mentoring is framed nationally and shaped locally by more established aims to correct, improve, and manage, individual ‘offenders’. There is, therefore, a fundamental tension between processes of politicisation, or coming together to assert a user voice and affect social change; and professionalisation, wherein mentors are co-opted into forms of practice they often critique.
    • Population Health Screening after Environmental Pollution

      Stewart, Alex G.; orcid: 0000-0002-4931-5340; email: dragonsteeth@doctors.org.uk; Wilkinson, Ewan; orcid: 0000-0002-2167-8756; email: ewilkinson@chester.ac.uk (MDPI, 2020-11-24)
      Following environmental pollution exposure, calls to screen the population for disease or disease markers are often made. Population screening is a cross-sectional review of a population to find latent cases or biomarkers of disease that indicate the possibility of disease development; it differs from environmental screening or an epidemiological survey. Recognized standard approaches have been developed over 60 years to ensure quality and effectiveness in complex programs. We surveyed the literature for papers on health screening following environmental exposures and checked them for reference to accepted criteria such as those of Wilson and Jungner. We applied these criteria to three situations covering source/hazard (arsenic contaminated land), pathway/exposure (radiation release), and receptor/disease (lead poisoning). We identified 36 relevant papers. Although across the papers the whole range of criteria were addressed, no paper or program utilized recognized criteria. Issues and gaps identified included limited strategic approaches, lack of treatment, environmental prevention being seen as the screening outcome instead of treatment of identified individuals, and programs which did not fit the World Health Organization screening description. Robust discussion in the literature is needed to consider the organization and role of health screening following environmental exposures.
    • Postures and positions in labour: Best practice

      Steen, Mary; Anker, Jo; RCM/UCLan; Leeds Teaching Hospitals NHS Trust (2008-05-21)
      This presentation discussed the evidence and demonstrated different postures and positions that women can adopt during labour.
    • The potential impact of extensive privatisation in the UK upon the ‘life chances’ of young people in care

      Carey, Malcolm; University of Chester (National Youth Agency, 2021-11-01)
      The article considers the potential impact of extensive privatisation in the UK upon the ‘life chances’ of young people in care
    • Pre-admission nursing assessment in a Welsh medium secure unit (1991–2000): Part 1 - an analysis of practice and cost

      Watt, Andrew; Topping-Morris, Barry; Mason, Tom; Rogers, Paul; Institute of Cardiff, University of Wales ; Caswell Clinic, Glanrhyd Hospital ; Glanrhyd Hospital / University of Glamorgan / Chester College of Higher Education ; Institute of Psychiatry / Glanrhyd Hospital (Elsevier, 2003-04-16)
      This article discusses the practice of pre-admission assessments and details a method for estimating the cost of forensic nursing assessments in terms of the investment of nursing time.
    • Pregnancy and birth: Everything you need to know

      Steen, Mary; University of Chester (Dorling Kindersley, 2011-03-01)
      This book provides, practical and visual information that is written in plain English. Pregnancy, birth and following birth is covered in detail. The care and support during pregnancy, birth and the transition to parenthood is described and discussed.It is a comprehensive guide and a useful resource that pregnant women and their partners will find easy to understand.
    • Pregnancy counselling clinic: A questionnaire survey of intimate partner abuse

      Keeling, June J.; Birch, Linda; Green, Pauline; University of Chester ; University of Chester ; Arrowe Park Hospital (BMJ Publishing Group, 2004-07-01)
      This article discusses a study of the prevalence and nature of physical and sexual partner abuse experienced by women who request a termination of pregnancy (TOP). 312 questionnaires were completed by women attending a pregnancy counselling clinic located within a large district general hospital in the north west of England.
    • Preparing British Military nurses to deliver nursing care on deployment. An Afghanistan Study.

      Finnegan, Alan; Finnegan, Sara; Bates, David; Ritsperis, Debra; McCourt, Kath; Thomas, Mike; University of Chester (Elsevier, 2015-01-05)
      Background: This paper forms part of the first British Armed forces qualitative nursing research study undertaken on deployment. Aim: To provide an analysis of the impact and effectiveness of the pre-deployment educational preparation and clinical placements provided for military nurses. Theory & methods: A Constructivist Grounded Theory was utilised with data collected through semi-structured interviews with 18 nurses based in Camp Bastion Hospital, Afghanistan during 2013. Results: Initial coding indicated 21 educational preparation and clinical placement categories that influenced the delivery of nursing care. Analysis of these elements led to the identification of four major clusters: Military Nursing Care; Military Nurse Education; Unique Hospital Environment and Clinical Placements. Discussion: Educational preparation consists of completing deployable operational nursing competencies, specialist training and individual tailored courses. This strategywas viewed as proving the appropriate academic requirement. However, training would be enhanced by introducing a formalised military preceptorship programme focussing on fundamental nursing skills. Caring for children was a particular concern, and it was emphasised that educational courses must be combined with a standardised clinical placement policy. Adequate clinical exposure can be challenging as nurses are not routinely exposed to War Zone levels of trauma in the UK. Clinical placements need to be standardised and harmonised, and located in areas where nurses cared for patientswith similar injury patterns to thosewitnessed on deployment. Current NHS Trust placements can reduce the opportunities for employment in suitable clinical environments and diminishing the openings for collective military training. Better use should bemade of clinical rotation programmes, including high dependency units, elective surgery, medical assessment units, paediatrics, and outreach teams such as burns and plastic surgery and pain management. Practice Educators should be utilised to provide education, mentorship, supervision and continuing personal development in the operational arena. The paper considers post-Afghanistan future options.
    • Preparing to write

      Chapman, Hazel M.; University of Chester (McGraw-Hill / Open University Press, 2013-09-03)
      This chapter explores the psychology of writing, how to reduce stress and anxiety, why writing is important for learning and why you want to write well. The chapter also addresses getting started and finishing well.
    • Preparing to write

      Chapman, Hazel M.; University of Chester (McGraw-Hill / Open University Press, 2013-09-03)
      This chapter explores the following topics: • The psychology of writing • How to reduce stress and anxiety • Why writing is important for learning • Why do you want to write well? • A space of one’s own • Getting started and finishing well • Reading for writing – and other learning resources • Using feedback and accessing support This chapter begins by looking at how your thoughts and feelings about writing, especially writing for assessment, can affect your behaviour. Through understanding what makes you write or prevents you from writing, you can gain control over your writing behaviours, the behaviours that are key to your ultimate performance. This chapter shows the small, simple steps you can take in order to achieve your writing potential. By exploring how to break down the barriers to writing, such as stress and anxiety, this chapter shows how writing can eventually become just another activity, and even an enjoyable habit. We discuss the reasons why writing is important for helping you to learn, and help you to explore your own reasons for wanting to write. This will help you to keep writing, even when you are finding it challenging. The environment you work in is important for developing good writing habits and enabling you to write well, so the chapter discusses how you can create your own writing den and find your favourite writing haunts. Practical tips, such as where to find your ideas from, how to start writing, how to finish your writing session, and how to plan writing for assessment are included. Suggestions on using different sources of information and inspiration for your writing, how to use feedback to improve your writing, and how to get the most from university student support services are given. Writing is an important part of your life when you are studying in health and social care. This chapter helps you to put it into perspective alongside the rest of your life, so that you can approach the act of writing without fear, and develop your writing skills to achieve your full potential in your chosen field within health and social care.
    • Prescribing in mental health practice - the balancing act

      Green, Ben; University of Chester (SAGE, 2013-01-15)
      This book chapter aims to discuss the potential impact of psychiatric pharmacology on the physical health of people with mental health problems; discuss the potential impact of medical prescibing on those with mental health problems; and reflect on the role of the mental health practitioner in medication management.
    • The presentation of depression in the British Army

      Finnegan, Alan; Finnegan, Sara; Thomas, Mike; Deahl, Martin; Simpson, Robin; Ashford, Robert; University of Chester (Elsevier, 2013-03-26)
      Background The British Army is predominately composed of young men, often from disadvantaged backgrounds, in which Depression is a common mental health disorder. Objectives To construct a predictive model detailing the presentation of depression in the army that could be utilised as an educational and clinical guideline for Army clinical personnel. Method and Participants Utilising a Constructivist Grounded Theory, phase 1 consisted of 19 interviews with experienced Army mental health clinicians. Phase 2 was a validation exercise conducted with 3 general practitioners. Results Depression in the Army correlates poorly with civilian definitions, and has a unique interpretation. Conclusion Young soldiers presented with symptoms not in the International Classification of Disorders and older soldiers who feared being medically downgraded, sought help outside the Army Medical Services. Women found it easier to seek support, but many were inappropriately labelled as depressed. Implications include a need to address the poor understanding of military stressors; their relationships to depressive symptoms and raise higher awareness of gender imbalances with regard to access and treatment. The results have international implications for other Armed forces, and those employed in Young Men's Mental Health. The results are presented as a simple predictive model and aide memoire that can be utilised as an educational and clinical guideline. There is scope to adapt this model to international civilian healthcare practice
    • Presenting your writing in different formats

      Ridgway, Victoria; Keeling, June J.; University of Chester (McGraw-Hill / Open University Press, 2013-09-03)
      This chapter explores the following topics: essays, oral presentations/examinations, poster presentation, dissertation structuring and writing, portfolio development and finally writing for publication. With key tips for each, the chapter address these concepts in detail.
    • Prevalence of treatment resistance and clozapine use in early intervention services.

      Stokes, Imogen; Griffiths, Siân Lowri; orcid: 0000-0003-0031-7174; Jones, Rowena; Everard, Linda; Jones, Peter B; Fowler, David; Hodgekins, Joanne; Amos, Tim; Freemantle, Nick; Sharma, Vimal; et al. (2020-09-17)
      Treatment resistance causes significant burden in psychosis. Clozapine is the only evidence-based pharmacologic intervention available for people with treatment-resistant schizophrenia; current guidelines recommend commencement after two unsuccessful trials of standard antipsychotics. This paper aims to explore the prevalence of treatment resistance and pathways to commencement of clozapine in UK early intervention in psychosis (EIP) services. Data were taken from the National Evaluation of the Development and Impact of Early Intervention Services study (N = 1027) and included demographics, medication history and psychosis symptoms measured by the Positive and Negative Syndrome Scale (PANSS) at baseline, 6 months and 12 months. Prescribing patterns and pathways to clozapine were examined. We adopted a strict criterion for treatment resistance, defined as persistent elevated positive symptoms (a PANSS positive score ≥16, equating to at least two items of at least moderate severity), across three time points. A total of 143 (18.1%) participants met the definition of treatment resistance of having continuous positive symptoms over 12 months, despite treatment in EIP services. Sixty-one (7.7%) participants were treatment resistant and eligible for clozapine, having had two trials of standard antipsychotics; however, only 25 (2.4%) were prescribed clozapine over the 12-month study period. Treatment-resistant participants were more likely to be prescribed additional antipsychotic medication and polypharmacy, instead of clozapine. Prevalent treatment resistance was observed in UK EIP services, but prescription of polypharmacy was much more common than clozapine. Significant delays in the commencement of clozapine may reflect a missed opportunity to promote recovery in this critical period.