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WHP Funding Call 2

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Funding Call 2 About Wessex Health Partners: • Wessex Health Partners (WHP) is the region’s academic health sci
Url
/Media/Southampton-Clinical-Research/Downloads/WHP-Funding-Call-2.pdf

Vestibular disorders in children - patient information

Description
This factsheet contains information about vestibular disorders in children.
Url
/Media/UHS-website-2019/Patientinformation/Audiology/Vestibular-disorders-in-children-2874-PIL.pdf

Thinking of becoming a governor?

Description
THINKING OF BECOMING A GOVERNOR? WELCOME I’m delighted that you’re thinking of becoming a governor of our Trust. It’s a hugely rewarding role and crucial to the development of the hospitals and the services we deliver to patients. In this guide we provide information on what it means to be a governor and provide answers to questions we’re often asked. I hope that this information inspires you to stand for election and that I have the opportunity to welcome you as a governor of the Trust in the near future. Jane Bailey Interim chair of the Trust Board and Council of Governors AN OVERVIEW OF OUR TRUST We are a centre of clinical academic excellence where new treatments are being discovered, new healthcare professionals are being trained and cutting edge developments are being put into practice. Although we share many features with other large university hospitals across the world, we believe that we stand out because of our ambition to improve and our heartfelt compassion for the patients we look after. We provide services to over 1.9 million people living in Southampton and south Hampshire, and specialist services such as neurosciences, cancer care, cardiac services and children’s intensive care to more than 3.7 million people in central southern England and the Channel Islands. We’re a designated major trauma centre, one of only two places in the south of England to offer adults and children full onsite major trauma care provision. We operate across three sites: 1. Southampton General Hospital 2. Princess Anne Hospital 3. New Forest Birth Centre We also provide services at the Royal South Hants Hospital, Queen Alexandra Hospital, Portsmouth, Poole Hospital, Royal Bournemouth Hospital, Salisbury District Hospital, Royal Hampshire County Hospital, Winchester, Basingstoke and North Hampshire Hospital and St Mary’s Hospital, Isle of Wight and in Chichester, Jersey and Guernsey. 2 THE ROLE OF A GOVERNOR Most of our governors are elected from our Trust members to represent the interests of our staff and the people we serve. As a governor you’ll be a crucial link between our members and local communities and the Trust’s board of directors. You’ll engage with our members to share information about the Trust’s performance and future plans, listen to their feedback and represent their views and interests to the board of directors. The duties of the council of governors • Represent the interests and views of members and the public. • Hold the non-executive directors to account for the performance of the board of directors. • Appoint and remove the chair and non-executive directors. Decide the remuneration and the other terms and conditions of office for the non• executive directors and the chair. • Appoint and remove the Trust’s external auditor. • Approve the appointment of the chief executive. • Receive the annual report and accounts and the external auditor’s report on these. • Approve any annual increase of more than 5% in the Trust’s non-NHS income. • Approve significant transactions, mergers or acquisitions planned by the Trust. • Approve any amendments to the Trust’s constitution alongside the board of directors. • Contribute to the development of the Trust’s forward plan. • Communicate and engage with members and the wider public, sharing information about the hospitals and future plans. • Encourage people to become members of the Trust and learn more about our hospitals. Governors aren’t responsible for the day-to-day management of the organisation and do not get directly involved in the way services are run. Governors don’t deal with patient complaints or act as champions for individual patient issues. 3 COUNCIL OF GOVERNORS Our council of governors is made up of elected and appointed governors. Public and staff members each elect governors to represent them within their own constituency. Our appointed governors represent the organisations we work most closely with to ensure we’re listening to a wide range of views. Public governors (13) Southampton City (coterminous with the Southampton City Council area) 5 governors New Forest, Eastleigh and Test Valley (coterminous with the local authority areas of New Forest District Council, Eastleigh Borough Council and Test Valley Borough Council) 5 governors* Rest of England and Wales 2 governors** Isle of Wight (coterminous with the Isle of Wight Council area) 1 governor Staff elected governors (4) Medical practitioners and dental staff Nursing and midwifery staff Health professional and health scientist staff Non-clinical and support staff 1 governor 1 governor 1 governor 1 governor Appointed governors (5) NHS Hampshire, Southampton and Isle of Wight Clinical Commissioning Group 1 governor Hampshire County Council 1 governor Southampton City Council 1 governor Solent University 1 governor University of Southampton 1 governor We also have two non-voting student governor representatives. * There are currently four governors representing the New Forest, Eastleigh and Test Valley area of the public constituency. It is proposed to increase this to five governors with effect from October 2022. ** There are currently three governors representing the Rest of England and Wales area of the public constituency. It is proposed to reduce this to two governors with effect from October 2022. 4 THE STAFF GOVERNOR ROLE Staff governors bring a unique perspective and understanding of the issues faced by the Trust. This means that they can make a really valuable contribution to the council of governors, representing their members’ interests and holding the non-executive directors to account for the performance of the board of directors. In the role staff governors will gain a broader understanding of how the Trust operates and is performing. The council of governors meets regularly with directors and senior managers, working together to support our world-class staff delivering world-class care and achieve our strategic plan. As long as you are a member of the Trust you are eligible to stand for election as a staff governor. Most staff are automatically members of the foundation trust provided that they are: • on a permanent contract; or • on a fixed term contract for at least twelve months. There are four staff governors, elected by different staff groups, who work closely together to: • listen to the concerns of staff or issues that may be affecting patient care and understand what is going well or what could be improved. • share information with staff about the Trust’s strategy and performance, feeding back the views expressed about these. • with the support of the council of governors’ business manager or events and membership officer respond to feedback on issues or concerns received from staff. • monitor, on behalf of the staff, how well the Trust is doing. • signpost staff to other sources of help and guidance, for example, how to raise a concern, how to access occupational health services, staff side representatives, the employee assistance programme and human resources for help with individual employment issues. You should speak to your line manager before nominating yourself as a governor so that they understand the time commitment involved and you can agree how they can support you in this important role representing your colleagues. The council of governors’ business manager will be able to answer any questions either you or your manager may have about the role. Their contact details are set out on the final page of this booklet. 5 BENEFITS OF BEING A GOVERNOR • Make a difference to the care and services provided to patients at our hospitals. • Learn more about the health service and our hospitals. • Use your existing skills, knowledge and experience to make a positive contribution and develop new skills. • Support our hospitals, perhaps giving something back if the NHS has had an impact on your life or the lives of those close to you. TRAINING AND SUPPORT You’ll be invited to an induction session when you start your role as a governor, where you’ll have the opportunity to meet other governors and find out more about the Trust. You’ll be given a governor’s handbook and training, and staff are available to provide support to you and help you develop in the role. FREQUENTLY ASKED QUESTIONS Q How do I become a governor? A You will need to be a member of our Trust before you can stand for election as a governor (visit www.uhs.nhs.uk/members to sign up). If there is a governor vacancy in the area in which you live, you can put yourself forward for election. Q Am I eligible to become an elected governor? A As long as you’re at least 16 years of age, a Trust member and can meet the requirements set out in our constitution, you can become a governor. You don’t need any specific previous experience or qualifications. Papers for meetings and communications with governors outside meetings are all provided electronically and meetings may also be held virtually using Microsoft Teams. Those applying to be a governor should have access to a personal computer, laptop or tablet and be comfortable using this technology, particularly email and Microsoft Teams. Q How do the elections work? A There will be a formal election process and all members of the Trust will be sent ballot papers if the election is contested. Our elections are monitored and run by an independent third party organisation. 6 Q How long is the term of office? A The term of office for all governors is normally three years and you can serve a maximum of six years as a governor (two terms of three years), subject to re-election. If your personal circumstances change and you have to step down during that time, you should discuss this with the chair. Q How do I fulfil the remit of holding the non-executive directors to account for the performance of the board of directors? A In order to do this it’s helpful to see the board of directors and non-executive directors in action. There is an expectation that governors will engage with directors by attending board of directors’ and committee meetings. You can also take part in other visits and events, which provide an opportunity for oneon-one engagement with directors. Q How do I gather the views of patients, members and the community and feed back to them on actions? A There are a variety of ways to do this: • Members can contact their governor through a central governor email address. • Meet members at hosted member events, the annual open day, community events and the annual members’ meeting. • Using the e-newsletter that’s sent to all members with an email address. • Putting information on the members’ pages of the Trust’s website. The Trust continues to develop the ways in which it engages with members and governors play a key role in this. Q What are the council of governors’ working groups? A There are three working groups that focus on key issues - patient and staff experience, membership and engagement and strategy and finance. The council of governors has also established the governors’ nomination committee. It makes recommendations to the council of governors on the appointment and reappointment of the chair and non-executive directors and the remuneration and evaluation of performance of the chair and non-executive directors. 7 Q How much time will I spend on governor duties? A You will be expected to participate in a number of meetings: • There are four council of governors’ meetings each year plus an annual strategy day. • Working group meetings are normally held four times a year. • In addition, you’ll be expected to attend board of directors’ and committee meetings, hospital and public events. Q How do I keep up to date with what is going on at the Trust? A The communications team and corporate affairs team will keep you updated by sending you important information by email. The Trust website is also a useful resource for news, meeting papers and contacts. Q Will I be paid and can I claim expenses? A Governors are volunteers and don’t get paid but are entitled to claim expenses incurred when participating in governor events such as council of governors’ meetings. Expenses are paid at rates agreed by the council of governors and board of directors and include travel by car or public transport and carer costs. Any claim for expenses will need to be accompanied by a receipt or invoice. 8 Find out more Thank you for taking the time to read this information. If you’d like to find out more about becoming a governor, please get in touch. Associate director of corporate affairs 023 8120 6829 Council of governors’ business manager Events and membership officer UHSgovernor@uhs.nhs.uk 023 8120 1469 / 07425 621968 UHSmember@uhs.nhs.uk
Url
/Media/UHS-website-2019/Docs/Events/Thinking-of-becoming-a-governor.pdf

Back to school poster June 2020

Description
BACK TO SCHOOL With schools beginning to gradually reopen, it brings a period of change for young people, preparing to transition back to school life. Managing this transition effectively is important for maintaining their wellbeing. Children have already managed a range of changes and disruptions to their school life due to the outbreak of Coronavirus and it is important that these are considered and managed well during their transition back to school. This poster details a range of tips for supporting for children back to school, including helpful resources. Managing unexpected ending and transitions Communicate honestly- Encourage children to look to the future positively, promoting optimism and hope to manage worries. However, it is important to avoid making unrealistic promises about what the future will look like. Normalise worries and anxiety- It is important to remind children that it is normal to feel anxious or worried when activities end during times of change or uncertainty. Encourage children to talk about their worries and support them to engage in relaxation strategies to manage their anxiety (e.g. breathing exercises). Sustaining social support networks- The coronavirus pandemic means children are experiencing periods of transition without their usual social support systems. It is important to sustain social relationships with others to enable children to feel connected and supported. Schools can encourage this by arranging online social activities. Focusing on accomplishments rather than worries- It is helpful to frame an ending as a moment of transition and growth. Giving young people the opportunity to share and celebrate some of their achievements whilst on lockdown is a useful way to achieve this (e.g. recording positive moments, providing certificates). For those children moving onto a new school in September it may be usual to make and reflect on yearbook journals. Preparation- Preparation gives young people time to come to terms with change. Having supportive conversations at home about the transition and planning the new routine. Schools who are welcoming new students in September can support these children by providing virtual welcome packs. Using peer support models is also a further way to ease anxiety about transitions, enabling children to hear about others experiences (e.g. of moving up to secondary school). "Managing unexpected endings and transitions"-Anna Freud National Centre for Children and Families https://www.annafreud.org/media/11627/managing-unexpectedendings-transitions-may2020.pdf Choose health- Give your child the basics that they need (e.g. exercise, sleep) Work together- share ideas, enjoy achievements Ten tips for parents to help children cope with change Be wise- listen to your child, be interested, give boundaries Communicatee.g. keep talking, hugging, listening, smiling Get learning- Be involved and find out more (e.g. social media, what it is like to be young in the current world) Be calm- try to stay calm whilst your child is feeling distressed Have fun- Provide lots of light relief by doing fun activities together Be the anchor- In times of change you are comforting, routine, home Move on up- Encourage children's independence Look after yourself- Support yourself to best support your child https://youngminds.org.uk/media/2957/top-ten-tips-poster.pdf Managing anxiety following the pandemic Whilst many people are looking forward to the world transitioning back to a time closer to 'normal life', this period of uncertainty and the transition back to 'normality' and school can cause heightened anxiety in many young people. There are a range of tips and resources available to support young people with managing these anxieties. Supporting children Important not to and young people Acknowledge, validate assume how they will and discuss children's cope with reintergration- some may manage the change with little difficulty, others may struggle. Children may struggle to understand, express or communicate how they are feeling. There may be indicators instead in the way they behave (e.g. the way May be helpful to provide family based support if parents/carers are struggling with their own emotional wellbeing. questions and worries. Validation of worries helps children to develop coping strategies to deal with uncertainty and anxiety. they interact with others, sleep). Ensure to keep a supportive, consistent and empathetic approach to meet their needs. Predictability and consistency- helpful to send in advance Communication is essential between parent/carers and professionals working with or supporting a child. Regular meetings, telephone calls, or using communication books which document how the young person coped with isolation and Regular use of praise, validation, empathy, kindness and compassion help the child feel contained and supported. plans for reintegration and helpful to be transparent about any plans that remain subject to change. Children may benefit from whether there are ongoing worries practice in getting themselves that can be shared between adult back into a routine before caregivers can be helpful. school integration starts (e.g. With older children it is important to acknowledge and validate young getting up early in the morning and re-establishing a good bedtime routine). Where possible, some young people people's emotional (due to pre-existing needs or increased anxiety/emtoional coping difficulties) may require a flexible or phased reintegration back to school. Important to have conversations and agree plans as soon as possible and communicate them effectively. responses to GCSE's and A Levels being cancelled. Children with SEND and Autism Spectrum Condition: When communicating with young people with SEND and ASC around their anxieities/worries they may require additional use of communication aids such as communication systems (Widgits, Makaton, PECS) using visual Given children will have been Some children may feel worried about having missed work/fallen behind and may feel as if there is guides with symbols, images and easy read text (e.g. social stories) in order to aid two way communication. exposed to differing levels of information and have varied experiences around the pandemic; it may be helpful to have general school guidance and rules around language and information that is a lot of work to complete when they go back to school to catch up. Sharing proposed timetables and expectations of what young people will be doing is useful. Provide young people with access to self-soothe aids (materials, activities) at all times. May be helpful to schedule in times dedicated to self- soothe time within the day/ week. shared in playgrounds or class group settings. Supporting parents, carers and professionals Talk to your friends, families and colleagues about how you are feeling and ask for help if you are struggling or worried about the 'reintegration' back into 'normal life'. Take time to find your new routine- making plans and being organised can help when you feel you have to juggle multiple demands. Ensure you have regular opportunities for rest and downtime- be kind and compassionate towards yourself. Remember it's ok to struggle or feel overwhelmed at times. 'How to cope after Covid-19 and the pandemic' (Hampshire Child and Adolescent Mental Health Services) https://hampshirecamhs.nhs.uk/issue/coronavirus-help-support-and-advice/ - There are also a range services provided on this resource that can provide further emotional support Resources for supporting children and young people with worries and anxiety There are a range of resources available that can be used by young people to support their anxieties and worries during this period of reintegration. 'Going back to school- COVID19' Story- social story for young children about going back to school https://www.autismlittlelearners. com/2020/05/going-back-toschool-story.html ''Place2Be' resource pack- 'Find your Brave'- mental health resources for both primary and secondary school children. https://www.childrensmentalhealthwe ek.org.uk/schools-and-youth-groups/ 'The tale of going back to school (after the Covid-19 Lockdown)- a tale to positively prepare children for the transition back to school, by helping them understand how their school life will be different and most importantly, how it will remain familiar. https://www.talesofmebooks.com/products/th e-tale-of-going-back-to-school-after-the-covid- 19-lockdown SEA inclusion and safeguarding- 'The many problems of returning to school' blog- Blog post from Sara Alston (SEND and Safeguarding Consultant and Trainer) providing recommendations of how to support children with the transition back to school https://www.seainclusion.co.uk/post/the- many-problems-of-returning-to-school 'Mentally Healthy Schools'- qualityassured resources to help primary schools promote children’s mental health and wellbeing. https://www.mentallyhealthyschools. org.uk/ ''Child Brain Injury Trust'- tips and resources for supporting children with brain injuries with the transition back to school. https://childbraininjurytrust.org.uk/2020 /04/considerations-for-returning-toeducation-for-children-young-peoplewith-brain-injury-during-covid-19/ 'The Koala who could' book (Rachel Bright 2006)- feel good rhyming story portraying a positive message about facing up to change '“Angry, fed up, isolated”: Coronavirus and children’s mental health' (Anne Longfield- Children’s Commissioner for England')article about how the Coronavirus pandemic can affect children's mental health and recommendations/resources of how to support children. https://www.childrenscommissioner.gov.uk/2 020/04/03/angry-fed-up-isolated-coronavirus- and-childrens-mental-health/ 'Stem4- supporting teenage mental health'- Information and recommendations around supporting anxiety in teenagers. https://stem4.org.uk/anxiety/ STARS resources- range of resources for supporting children with Autism with the transition back to school and coping with the pandemic http://www.starsteam.org.uk/corona virus-resources
Url
/Media/UHS-website-2019/Docs/Services/Child-health/COVID-19/Back-to-school-poster-June-2020.pdf

Procedure for obtaining breath samples

Description
NIHR Southampton Biomedical Research Centre The NIHR Southampton Biomedical Research Centre (BRC) has a tight quality assurance system for the writing, reviewing and updating of Standard Operating Procedures. As such, version-controlled and QA authorised Standard Operating Procedures are internal to the BRC. The Standard Operating Procedure from which information in this document has been extracted, is a version controlled document, managed within a Quality Management System. However, extracts that document the technical aspects can be made more widely available. Standard Operating Procedures are more than a set of detailed instructions; they also provide a necessary record of their origination, amendment and usage within the setting in which they are used. They are an important component of any Quality Assurance Framework, but in themselves are insufficient and need to be used and interpreted with care. Alongside the extracts from our Standard Operating Procedures, we have also made available here an example Standard Operating Procedure and a word version of a Standard Operating Procedure template. Using the example and the Standard Operating Procedure template, institutions can generate their own Standard Operating Procedures and customise them, in line with their own institutions. Simply offering a list of instructions to follow does not assure that the user is able to generate a value that is either accurate or precise so here in the BRC we require that Standard Operating Procedures are accompanied by face-to-face training. This is provided by someone with a qualification in the area or by someone with extensive experience in making the measurements. Training is followed by a short competency assessment and performance is monitored and maintained using annual refresher sessions. If you require any extra information, clarification or are interested in attending a training session, please contact Dr Kesta Durkin (k.l.durkin@soton.ac.uk). This document has been prepared from Version 2 of the BRC Standard Operating Procedure for obtaining breath samples. It was last reviewed in October 2015 and the next review date is set for October 2017. The version number only changes if any amendments are made when the document is reviewed. Page 1 of 3 NIHR Southampton Biomedical Research Centre NIHR Southampton Biomedical Research Centre Procedure for OBTAINING BREATH SAMPLES BACKGROUND There are numbers of non-invasive tests available to assess the function of organs in the body, for example the liver and pancreas. These investigations involve collecting substances that are excreted by the body following the ingestion of a compound ? one that is usually modified by the addition of a tracer of marker which is released by a defined physiological or metabolic process. If the test substrate is a form of fat that requires digestion by pancreatic lipase, then the hydrolysis of the fat and subsequent oxidation of the absorbed fatty acid, releases the tracer on the breath and the extent of excretion reflects pancreatic function. Expired breath contains air that has encountered different surfaces of the lung, and therefore different levels of gas exchange will have occurred. The air involved in gas exchange in the base of the lungs will be expired last. It is important to collect this end expiratory breath in the breath samples. Breath samples will then be analysed by mass spectrometry. PURPOSE To ensure the safe and accurate collection of end of expiratory breath samples. The methods described in this procedure include using either a) a drinking straw, or b) the "flute method", by blowing across the tube and capturing end tidal breath. These methods of collecting breath samples have been shown to be effective (i.e. are associated with collecting a sample that contains sufficiently high amounts of carbon as carbon dioxide for analysis). SCOPE This procedure applies to all staff involved in collecting breath samples for analysis by mass spectrometry. Page 2 of 3 NIHR Southampton Biomedical Research Centre RESPONSIBILITIES It is the responsibility of all staff involved in the collection of breath samples for analysis by mass spectrometry to read and follow this procedure. PROCEDURE 1. The breath samples must be collected in tubes (non-evacuated exetainers). Label the tubes appropriately (i.e. patient I.D., date, time, sample number, breath collector's name). 2. Store the tubes in order, in a rack to allow ease of identification. 3. For each time point specified in the study, take three breath samples in 3 separate tubes. 4. Firstly someone (researcher, measurer) needs to demonstrate the procedure of blowing into a tube so that it is made clear to the participant what they are required to do. See sections A and B for procedures for individual sample collection methods. 5. At the time of the breath sample, remove the lids from the three tubes for the appropriate time point. The first three samples collected will be baseline measurements, given prior to administration of the test meal. A) If using the "drinking straw" method: 1. Place a drinking straw into the first tube. 2. Ask the participant to take a breath and then to partially exhale. 3. Then ask the participant to blow the remainder of the breath through the drinking straw into the tube in a continuous stream of breath. 4. At the end of the breath, remove the straw quickly and slide the lid onto the tube in a single motion and then tighten to secure. 5. Repeat the procedure for the next 2 tubes of the same time point. 6. Replace the tubes in the rack in a place that indicates that they now contain samples. B) If using the "flute" method: 1. Ask the participant to take a breath and blow in a single continuous exhalation across the top of the tube, creating a whistling sound so that air enters the tube 2. At the end of the breath, remove the straw quickly and slide the lid onto the tube in a single motion and then tighten to secure. 3. Repeat the procedure for the next 2 tubes of the same time point. 4. Replace the tubes in the rack in a place that indicates that they now contain samples. Page 3 of 3
Url
/Media/Southampton-Clinical-Research/Procedures/BRCProcedures/Procedure-for-obtaining-breath-samples.pdf
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