A A AText only | Accessibility | Privacy and cookies

Browse site A to Z

Search results

Go To Simple Search

What to expect in the early stage of labour - patient information

Description
This factsheet has been designed to give you information about what to expect and how to look after yourself during the early stage of labour.
Url
/Media/UHS-website-2019/Patientinformation/Pregnancyandbirth/What-to-expect-in-the-early-stage-of-labour-1035-PIL.pdf

When someone dies - information for families

Description
University Hospital Southampton NHS Foundation Trust has produced this booklet to provide some help, guidance and advice during the early days of your bereavement.
Url
/Media/UHS-website-2019/Patientinformation/Bereavement-and-end-of-life/When-someone-dies-956-PIL.pdf

Giving birth after a caesarean section - patient information

Description
We have written this factsheet to give you more information about the birth options available to you if you have had
Url
/Media/UHS-website-2019/Patientinformation/Pregnancyandbirth/Giving-birth-after-a-caesarean-section.pdf

UHS Inclusion and Belonging Strategy

Description
Our strategy sets out clear actions we will take to make UHS a place where every person feels they belong and
Url
/Media/UHS-website-2019/Docs/About-the-Trust/Equality-reports/uhs-inclusion-and-belonging-strategy.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

Thinking of becoming a governor document

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/Council-of-Governors/Thinking-of-becoming-a-governor-document.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

The Hospital Communication book

Description
The Hospital Communication Book Helping to make sure people who have difficulties understanding and /or communicating get an equal service in hospital Talking clearly Using Signing Visual Impairment Hearing loss Developed on behalf of The Learning Disability Partnership Board in Surrey Using Pictures and Symbols Introduction and Contents This communication book has been developed on behalf of The Learning Disability Partnership Board in Surrey. The Partnership Board funded the Access To Acute Hospitals Project which aimed to help make sure that people with a learning disability had the right support when they used acute hospital services. The biggest barrier to people receiving the right support was found to be communication. This book aims to help hospital staff in 2 ways, and contains 2 sections. • Section 1 - To give acute hospital staff basic information about the communication needs people may have • Section 2 - To be a practical communication tool people can use to help communicate together. Section 1 - Information Pages • Page 3 - Communicating with speech • Page 4 - Supporting people with visual impairments • Page 5 - Supporting people with a hearing loss • Page 6 - Using Signing • Page 7 - Examples of useful signs • Page 8 - Using photos, pictures, and symbols These pages aim to explain some of the key communication issues for people with learning disabilities. Also to give you advice and practical tips on how to communicate clearly with people with learning disabilities, and other people who may have difficulties communicating. Section 2 - The Picture, Symbol, Photo Toolkit • Page 9 - Drinks • Pages 16, 17, 18 - Procedures • Page 10 - Food • Pages 19 & 20 - Body parts • Page 11 - People • Page 21 - Full Body • Page 12 - Personal things • Page 22 - Nil by Mouth • Page 13 - Personal care • Page 23 - Places • Page 14 - Symptoms • Page 24 - When Do I Go Home ? • Page 15 - Degree of Pain These are practical pages of pictures you can use to offer people choices, explain to people what is going to happen, and help them to communicate to you. Please read page 8 before using the pictures with people as this gives important advice on how to use them. Bear in mind not everyone will be able to recognise the meaning of all the pictures. They can help to back up what you are saying, and clue people in. We are keen that you use this book in anyway you feel can improve a person’s experience whilst in hospital. You may find it useful to photocopy some of the pages to use seperately. For example the ‘Nil by Mouth’ page can be copied to be displayed above a person’s bed. To respect the copyright of Rebus, PCS, Makaton, Change Picturebank and Photosymbols graphics please do not reproduce these pages for any other purposes. The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Widgit Rebus symbols used with permission from Widgit Software Tel: 01223 425558 Many thanks to the Building Links Group from Bentley Day service for helping to choose the symbols used. Page 2 Communicating Clearly with Speech We usually talk too fast People don’t understand all the words we use It takes more time for many people to process the words they hear. This is true for many people with a learning disability. And also true for all people when they are feeling anxious Use everyday words wherever you can. Use short simple sentences. Have only one idea in a sentence. You may have a much larger vocabulary than the person you are communicating with Use very Literal Language When people are talking to us we understand much of their meaning by their tone and body language. Also, we often talk using abstract phrases rather than accurate words. Look at these phrases. I’ll give you a bell later The doctor’s doing her rounds He can’t see the wood for the trees Some people will be less skilled at interpreting abstract language. They take a more literal meaning from words, and can get confused. Some people with a learning disability may only pick up key words in a sentence. This means they may only take in one, two, or three words of your sentence. For example : Unfortunately due to complications it‛s not possible for you to go home yet, we may know more tomorrow home tomorrow It’s important to make sure the person has understood the main idea of your message DON’T SHOUT - IT’S RUDE, AND DOESN’T HELP COMPREHENSION !!!! Using gestures helps Gestures and facial expressions give visual clues about the meaning of what you are saying, as well as slowing down the pace of your speech The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 3 Supporting People with Visual Impairments There are around 23,000 people in the UK who have a severe loss of both sight and hearing. About 200,000 have less serious dual sensory loss. “In the UK 17,000 people with sight problems use a white cane. Another 5000 use guide dogs. There are many more who need help with their everyday living”. Be aware how you explain things. We often talk in a very visual way. For example when asked where the toilet is “the green door on the right” is not a helpful answer! If you are physically shown you can work the route out for yourself. To make hand writing more legible, choose a dark felt tip pen and write neatly using thicker strokes. Be aware that some people have good vision in a limited area so would be ok with smaller print. Avoid clutter! Try to minimise the risk of someone tripping over things It’s important to take the time to tell people where the important things are like toilets, call buttons, and drinks. People may need a bit of time before they are confident. It can help people to have a bed near a landmark in the room, say a bed at the end rather than in the middle. Good lighting is important. A clip on reading lamp may be useful for a person to have. A magnifying glass may be useful to have around the ward for people who have a visual impairment to use to read. Be aware that people have a variety of sight difficulties and a magnifier may not meet their needs. Encourage people to bring in their own magnifier. Menus and food are a very common difficulty for people with sight problems in hospital People will often have difficulty reading and ticking the menus as they are usually printed in very small writing. Read the menu out for someone or enlarge in on the photocopier if someone reads large print. Meals may be left on a tray, on a table, which is out of reach near the end of the bed. Someone who has a visual impairment may not see the meal and miss their food. It’s important that staff take the time to describe to the person what is happening & where things are. The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 4 Supporting People with a Hearing Loss Firstly, establish how the deaf person communicates. If they are asking you a question using their voice, it is safe to assume that they will be expecting to lip-read your reply. • Face the person directly, if you look away the deaf person cannot see your lips. • Speak clearly at a normal pace. Do not shout • Make sure you have good light on your face so the person can see your features and read your lips easily. • Use whole sentences rather than one word replies lip-reading is 70% guess work and many words look the same. Using sentences gives contextual clues. • Be patient, if you are asked to repeat something try changing the sentence slightly, it may make it easier to understand. • Do not give up, if you cannot make yourself understood then try writing it down or drawing what you mean. • If the person is a sign language user, they will probably still expect to have to try to lip-read your reply. Very few hearing people sign, and deaf people are used to trying to communicate with hearing people. • Use gestures to help explain what you are saying. Use gestures, point, mime to help explain what you are saying. E.g. Show a cup and ask what they want to drink. Mime driving a car to ask if you can give them a lift. Point to objects to give clues, or point to give directions. Show size and shape with your hands • Use facial expressions to help convey meaning. • Fingerspelling - Deaf people usually fingerspell names, places, and unusual words. If the person has a learning disability and a hearing loss then please note this general advice about hearing loss, but also allow for the person’s learning disability see advice on page 3. The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 5 Using Signing To Support Speech The main benefit of using signing with speech is that it makes communication visual. People can see what you are saying as well as hearing it. People then have more ways of understanding the message. On the following page we have included diagrams of a few signs you may find useful on a hospital ward. These are signs for things not easily represented by a picture or symbol. It’s best to use the symbols where you can Some signs have an arrow which shows you the direction to move your hand. The double headed arrow here means up and down. A more specific action is explainied in writing. To explain that you are going for a drive you might say ‘we are going in the car’ as it keeps the language simple. The limitation of signing is that, as with speech, when you stop signing the message is gone and relies on the person’s memory. British Sign Language (BSL) Is a full visual language used by many deaf people to communicate. Not everyone who signs uses the full BSL. Some people use signs to support the words they are speaking. Many people who aquired a hearing loss later in life use signing in this way. A deaf person may need the support of an interpretor. Contact your local Deaf Services Team Makaton Signing Makaton is a language programme integrating speech, manual signs, and graphic symbols. Many people with a learning disability use Makaton. Key words are signed. We are going to the shop in the car. You only sign the bold words. Contact Makaton for advice on training. Their website is www.makaton.org The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 6 Some Useful Makaton Signs Eat Drink Yes No Toilet House - often used for home Please Thank You Sleep Pain Good Bad Please Note : These signs are for illustration. People learn Makaton signing in groups supported by Makaton representatives. Please go to www.makaton.org.for more information The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 7 Using Photos, Pictures, and Symbols Photos, Pictures and symbols can help people to: Understand Information Many people with a learning disability do not read, and some people find it hard to understand when you explain things. Pictures can help get your message across. Tell you what they need Some people with a learning disability do not communicate verbally. Some people ‘s speech can be hard to understand. Pictures can help them get their message across Make choices Many people find it hard to make choices in their head. Having pictures to look at helps. One benefit of using pictures is that they are permanent. Once you stop speaking or signing you rely on the person’s memory. The symbols we have included on the next few pages may help you to communicate more clearly with a wide range of people. Many people who have a learning disability will be familiar with some symbols Symbols are simple line drawings car that represent a word headache Note of Caution A picture, photo, or symbol is only a 2 dimensional representation of an object or idea. Not all people with a learning disability will take a meaning from a picture, photo, or symbol. Some people have a very profound disability and do not use pictures and symbols at all. Using an object, like a cup or a gown, can help to explain what you’re saying. Many symbols look like what they represent - others are more abstract. If you can’t easily tell what a symbol represents other people will struggle too, and will need help. Remember that many people won’t be able to read the word underneath. Some people will understand the symbol for car easily but may struggle with headache which is more abstract. Symbols and Signing Not everyone who uses signing will be familiar with symbols and not everyone who understands symbols will understand signing. Some people will use a mixture of both. The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 8 Symbols of Drinks Tea Coffee Milk Hot Chocolate Fizzy Drink Squash Milkshake The Hospital Communication Book Water Juice Developed on behalf of The Learning Disability Partnership Board in Surrey Sugar Lemon Orange Blackcurrant Red Fruits Lime Page 9 Symbols of Foods Dinner Sandwich Fruit Sweets Pudding Yoghurt Chocolate Cake Cereal The Hospital Communication Book Toast Biscuit Developed on behalf of The Learning Disability Partnership Board in Surrey Crisps Page 10 Symbols of People Nurse Doctor Mum Dad Staff Specialist Brother Sister Partner The Hospital Communication Book Grandad Grandma Developed on behalf of The Learning Disability Partnership Board in Surrey Friend Page 11 Symbols of Personal Things Glasses Hearing Aid Clothes Nightclothes Phone Book Money Radio Wheelchair Walking Frame Walking Stick The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Shoes & slippers Page 12 Personal Care Symbols Shower Wash Bath Hairwash Toilet Shave Brush teeth Brush hair Sanitary wear The Hospital Communication Book Dressing Gown Toiletries Developed on behalf of The Learning Disability Partnership Board in Surrey Make up Page 13 Symbols of Symptoms Hot Cold Headache Dizzy Backache Tummy Ache Sore throat Chest Pain Constipation The Hospital Communication Book Diarrhoea Tired Developed on behalf of The Learning Disability Partnership Board in Surrey Sick Page 14 Degree of Pain Happy OK In Pain Bad pain The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 15 Symbols of Procedures Weight Dressing Bandages Plastercast Temperature Tablets Medicine 75 Sling Mouth care The Hospital Communication Book Nail care Pulse Developed on behalf of The Learning Disability Partnership Board in Surrey Blood Pressure Page 16 Symbols of Procedures Scan Drip Canula Catheter ultrasound scan Endoscopy Sigmoidoscopy EEG Heart Monitor / ECG The Hospital Communication Book Naso-gastric tube Urine Test Developed on behalf of The Learning Disability Partnership Board in Surrey Operation Page 17 Symbols of Procedures Blood Test Stitches Blood test X ray Suppository Chair Enema Symbols for Moving Injection The Hospital Communication Book Injection Don’t walk Stay in bed Developed on behalf of The Learning Disability Partnership Board in Surrey Page 18 Body Parts Head Eyes Ear Mouth Tooth Neck Shoulder Arm Elbow The Hospital Communication Book Hand Chest Developed on behalf of The Learning Disability Partnership Board in Surrey Breasts Page 19 Body Parts Back Tummy Hips Bottom Penis Vagina Leg Knee Nose The Hospital Communication Book Foot Toe Developed on behalf of The Learning Disability Partnership Board in Surrey Finger Page 20 Full Body Front The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Back Page 21 Nil By Mouth No Drink No Food The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 22 Symbols of Places Ward Home Transport TV Room Cafe Chapel Garden Day Centre Shop Newspapers and Magazines Flowers Snacks The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Drink Page 23 When do I go home ? Monday Tuesday Wednesday Thursday Friday Saturday Sunday 7 nights 6 nights 5 nights 4 nights 3 nights 2 nights H1 onmighet The Hospital Communication Book Developed on behalf of The Learning Disability Partnership Board in Surrey Page 24
Url
/Media/UHS-website-2019/Docs/For-patients/The-Hospital-Communication-book.pdf

Spinal enhanced recovery programme - patient information

Description
This factsheet explains what the spinal enhanced recovery programme is and what to expect in the days before and after your spinal surgery.
Url
/Media/UHS-website-2019/Patientinformation/Brain-and-spine/Spinal-enhanced-recovery-programme-2966-PIL.pdf

Hearing aid fitting booklet

Description
Fitting your child’s hearing aids Name: Hearing aid: Audiology Services Battery: 312 13 675 brown orange blue RT LT Parts of a hearing aid With sound hook and mould What it is and does Microphone openings Sound in LED Program, volume, and battery status Push-button Change volume and programs Sound hook Tube Brings sound into the ear Mould Holds the hearing aid in place Nail grip (miniBTE T only) Open the battery drawer Battery drawer (miniBTE T only) Contains the battery and functions as an on/off switch Sound out Rechargeable battery (miniBTE R only) 14 About Getting started Daily Use Options Tinnitus Warnings More info Sound outlet Plastic tube Sound hook Microphone openings LED indicator Push button Battery door Earmould This is how the sound is travelling in to your child’s ears – ensure this is not blocked with wax. This is needs to be changed regularly – see page 7 for more details This connects the hearing aid to the tube This is how the hearing aid is collecting sound This may be activated for some children – see page 9 for more details This may be activated for your child – see page 9 for more details This may have a tamper resistant feature – see page 3 & 5 for more details. This needs to be cleaned regularly – see page 6 for more details. 1 Try to keep your earmould clean by wiping daily with a damp T wipe such as a baby wipe. If the tubing is blocked or the earmould s gets very dirty, you can clean it in the following way: v Putting your child’s hearing aid in Detach the earmould from the hearing aid. Hold the earmould between your finger and thumb as shown. Pull it Cleaning your hbeacak rinilninegwiathiydour-cheilda’sremar. ould Wash the earmould (with the tubing wTryipteoskuecehpaysoaubr aebarymwoiPtpuhueeldt.ethIcafelretwscphataaianelnrlttaetibtlnuhryi.nabittRtwiosnginipogppsoeliessainsictdgiibteoon)ldwwo.iannceikllylle,uwdskheioatwhrkaetahrmtedh,aeemsatorupambp-oyuld gets very dirty, you can clean iintgintotheenfsoulrloewniongwawtaery:is present or leave it to dry overnight. Then push the tubing back onto the hearing Then tuackidDi.netthaechpatrht tehaetagromesoiunltdo the creasefraotmthethtoep hofetahreinegara. id. This picture shows the earmould placed incorrectly on the hearing aid, it has been reattached the wrong way around. Use your other hand to pull down your child’Ws eaasrhlotbhee. Peuasrhmthoeuld (with the tubing earmould sfitrmilllyininittos pplalaccee. ) in lukewarm, soapy water. Rinse it well, shake the tubThiinsgpitcotuernesushreownos twhaeteear rims poruelsdent or plalecaevdeciot rtroedctrylyoovnertnhigehati.dThen push the tubing back onto the hearing Correctlyafiitdte. d d earmould. This picture shows the earmould placed incorrectly on the hearing aid, it has been reattached the wrong 1714 way around. Incorrectly fitted earmould. This picture shows the earmould placed correctly on the aid 2 Turn OTNurn ON Changing the battery, ON anCdlosOe tFChlFeosbe athteerybat tery drawerdrwaiwtherthweith the batterybainttpelraycien. place. Turn ON Close the battery drawer with the battery in place. Turn OTFuFrn OFF Open tOhpeen the batterybadtrtaewryerd.rawer. TPularnceOFtFhe hearing aid(s) in your hand and open the battery door. OInpseenrtthtehe battery so that you see the + symbol on the battery (Fig. A). battery drawer. To turn the aid(s) back on, simply close the battery door (Fig. B). At night time, OPEN the battery door to turn the hearing aid OFF. Battery Provision We will supply you with batteries at each hearing aid review. 3 Battery Use For older children: When the battery is running out of power, the light will flash several times intermittently or flash red to indicate that it is time to change the battery. When they hear this sound, they need to change their battery or ask you or their teacher to do this for them. It is sensible to keep a battery supply in school or their school bag. For younger children: For some children, there is the option for a battery light on their hearing aids. This light will flash periodically to reassure any observer that the hearing aids are working. When the battery is running out of power, the light will flash several times intermittently to indicate that it is time to change the battery. If the hearing aid does not have this function, we recommend you change the battery on the same day every week as batteries generally last 10-14 days and changing it weekly will ensure that the hearing aid is always functioning. Should you run out, you can call us on 023 81202997 and we will post some out to you. 4 Coloured indicator markers, Tamper resistant feature miniBTE T only You can find left/right colour indicators in the battery drawer. Indicators can also be found on Micro moulds and moulds (optional). The hearing aids have coloured markers in the battery drawer to show you which hearing aid is for which ear. A BLUE indicator marks the LEFT hearing aid Tamper resistant feature A RED indicator marks the RIGHT hearing aid Insert the green tool into the small hole and then open the battery drawer as shown. 5 C lean ing you r he aring aidCl-eaenainrmg toheulEdarmould YToryutsohkoeueldp uyoseuraewaremt owuiplde colenatnhebyeawrmipionuglddeavilyerwyidthaya. damp Wweipreescuocmhmaes nadbwabayshwinipget.hIef tehaermtuobuinldg is blocked or the earmould rgeegtuslaverlryybdyirftoy,lloyowuincgantheclesatenpist ibnetlhoew:following way: Detach the earmould from the hearing aid. Wash the earmould (with the tubing still in its place) in lukewarm, soapy water. Rinse it well, shake the tubing to ensure no water is present or leave it to dry overnight. Then push the tubing back onto the hearing aid. This picture shows the earmould placed incorrectly on the hearing aid, it has been reattached the wrong way around. This picture shows the earmould placed correctly on the aid 6 1714 Earmould Re-tubing Sometimes the plastic tube can be pulled out accidentally. Also, over time, the tubing can become hard and brittle, which significantly affects the quality of sound travelling through. This means your child will not be hearing as well. We will change the tubing if needed at your appointments but if appointments are less frequent, you may like to do this yourself. Please follow the instructions and we are happy to help if you have any difficulties. Step 1 Detach the earmould from the transparent hook part of the hearing aid. Clean and dry the earmould to remove any dirt and grease. Step 2 Take a new piece of tubing and taper one end to make a thin point. Thread it through the hole in the earmould towards the part that goes down your ear until it comes out the end. Step 3 Using your fingers or the pliers pull the tube through until the bend reaches the mould and the tube turns directly upwards. Cut the tapered end off as close to the mould as possible. This can be done with scissors or a scalpel. Be careful not the cut the mould by accident! 7 Step 4 Use the old tube removed in step 2 to measure the length of the new tube and cut where appropriate. Reattach to the hearing aid. At the end Your mould reattached to the hearing aid should look like this. 8 LED Indicator and Push Button LED indicator If your child’s hearing aid has an LED indicator, this can be set to flash intermittently to show it is on and working. When the battery is running low, the light will flash more persistently or flash red to indicate you should change the battery as soon as possible. Change volume Push ButtonThe push-button allows you to adjust the volume. When you increase or decrease the volume, you will hear a click. The push button can be activated for two things: Volume Use the push button to increase or decrease the volume - you will hear a click Change program MAXIMUM Your hearing aid can have uApsthoorftopurersdsifofnetrheent programs.These are programmed by tones when you ycohuarnhgeeaprrinoiRnggIcGrrcHaeaTamrsheedespaetrrphoineefgenvaosdilsdiunimogneoanl. You the will SVhTOAeLRUaTM-rUEPone program. to four See the Sound and LED indALEiscFhaTothroterpasrreisnsegscoatnidiothne. decreases the volume MINIMUM Program 38 About Getting started DaiPlyreUsse thOeptpiounssh-bTiuntntitouns toWsawrniitncghs More info between programs. If you have two hearing aids, the RIGHT hearing aid switches one program forward, for example program 1 to 2, and the LEFT hearing aid switches one program backward, for example from program 4 to 3. We don’t routinely activate this button but as your child gets older, if they feel they could benefit from this feature and you feel they are 37 capable of managing it then we will discuss the options. 9 Troubleshooting Guide PROBLEM WHAT COULD IT BE? HOW TO FIX IT Sore ears Earmould is too tight or there are sharp edges on the earmould Contact Audiology, they may need to modify or arrange to replace the earmould Earmould is not in correctly Remove the earmould and put into the ear again Allergic reaction to earmould Contact Audiology, they will need to arrange for a new earmould in a different material Hearing aid is whistling Earmould is not in correctly Earmould is too small Cracked/ split earmould Remove the earmould and put into the ear again Contact Audiology for a new earmould Cracked/ split/ stiff tubing Change tube Tubing is blocked with water or wax Clean tubing to remove wax or blow through tubing to get rid of any water or condensation Wax in ear canal Use olive oil drops at night and then contact Audiology 10 The Ling Six Sounds The following word list can be used to test if your child’s hearing aid is working properly. You can also use these sounds to check if your child is hearing you by saying the sounds from behind your child and seeing if they respond. The Ling Six Sounds Parents of children with permanent losses will be supplied with a listening tube to check their hearing aids Attach the hearing aid to the listening tube. Turn it on and listen. Whisper a few words and say the Ling Six Sounds, which are: • Ah- as in father • Oo- as in moon • Ee- as in key • Sh- as in show • Ss- as in sock • Mm- as in mummy The Ling Six Sounds cover the sounds of speech from low to high frequency. When you listen to your child’s hearing aids, they should always sound clear to you. On occasion, you might find they sound fuzzy or distorted, or there might be silent spots as you turn up the volume (if this is enabled). Any time there is a change in the quality of sounds you hear, it is very important that the hearing aids are checked immediately by the audiologist. Please call the department to make an appointment. A useful video on Ling 6 presented by Catherine Ritter PhD, can be viewed on YouTube: www.youtube.com/watch?v=KBo2ZfM0cqk 11 Assistive Listening Devices (ALD) nent stenaids sten- he Hearing aids are very useful and help in most situations. However, there are some difficult environments where your child may need extra help from an assistive listening device (ALD). 1. In noisy environments, such as the classroom, additional benefit to hearing can be achieved with a wireless remote microphone system which can greatly improve your child’s ability to hear the teacher’s voice. This option may be discussed and supplied by your teacher adviser if necessary. 2. There are options for your child to use outside the classroom that usually need to be purchased. One option is a Connect Clip (shown) which is also a wireless, remote microphone for transmitting a person’s voice directly to the hearing aids. There are a wide range of devices available for your child. The NDCS are a good source of information (see back page for details). Microphones Front Back Multi button - ON/OFF - Answer phone - Mode selector Volume buttons - Up - Down Status indicator Power indicator Charging socket (Micro USB) Clip for wearing ConnectClip Latest hearing aids can stream directly to many devices via Bluetooth. For some devices, a Connect Clip will be needed to enable this. Aids can also be paired with an app e.g. Oticon ON which can be used for functions such as to adjust hearing aid volume and locate the aids when lost 12 Tips and Tricks Some children take to their hearing aids immediately and are very happy to wear them. If your child is reluctant, here are some ideas to help establish use. 1. To begin with, link hearing aid use to playing with his or her favourite toy/ activity or household routine. Set up a situation that will be pleasant so the child will begin associating listening with an enjoyable activity such as reading a picture book. 2. Take your time, don’t worry. Take the child’s lead and build up frequency of use over time. Keep the hearing aid on for a fairly short time at first (10 mins), increasing the ‘aid on’ time little by little each day. Your goal is to have it on all the time your child is awake. The exception is when it might get wet for example in the bath or paddling pool. Hearing aids are not compatible with water! 3. Be relaxed, yet firm. Think about how you feel about the hearing aids. If you know that they will give your child a great advantage in learning to communicate, you will feel confident about putting them on your child. Your positive attitude will almost surely be reflected in your child. 4. Some children develop a habit of pulling off the hearing aids. Although it is natural for parents to become frustrated, this is the time to keep calm. If you overreact and get excited, your child may do it again and again to get a reaction. Distract your child during play and give him/her plenty to do with their hands. If removed, a helpful response might be “one more minute”, reinsert aid and extend activity, then remove. Be in control of insertion and removal. 5. If you have no luck, try again another time. Take it at the child’s pace - you cannot force or insist that they wear the hearing aids. 6. Try the hearing aids on teddy bears, dolls, yourself etc and then try ‘“ok your turn now’.” 13 Department Details Ideally the hearing aids are worn and functioning all of the child’s waking hours. If the devices are not worn or not working, the brain is not receiving the vital sound input it needs to continue to develop. Audiologist: Audiology Department Royal South Hants Hospital Brintons Terrace Southampton SO14 0YG Tel. 023 81202997 Office hours will be 8am - 4.30pm. Lost or damaged aids We are grateful for you and/or your child looking after their hearing aids well. Please do keep hearing aids safe in the boxes we provide when they are not in the ears and make sure they are not worn in the bath, shower or swimming pool. However, we are aware that children lose or damage their hearing aids so don’t worry if this happens, there is currently no charge. Please don’t wait until your child’s next planned appointment but contact us on the department phone number 023 81202997 to arrange for a replacement earmould/hearing aid. 14 Children’s Hearing Aid Accessories The following is a list of websites where you can find ideas and/or buy accessories for your children’s hearing aids. This of course does not stop you from doing your own research and we would be really glad to hear of any ideas/sites you have found to share with other parents! Hearing Aid headbands These are great for younger children when the hearing aids might have a tendency to fall out from behind the ears or when your child reaches an age where they like to pull them out! You can try: www.angeliqueshearingbands.co.uk Decorating your hearing aid There are lots of ideas online to learn to make your own decorations: Try zizisears.blogspot.co.uk or hayleighscherishedcharms.com Hearing aid clips/retainers Useful to stop hearing aids getting lost if your toddler pulls them out of the ears. The clips link to the hearing aids and are clipped on to your child’s back. We can supply you with a black set or you can find lots of fun examples online e.g at Ebay, Etsy or Amazon. 15 Other Resources The National Deaf Children’s Website has a wealth of information on it from advice, literature, local groups, forums and much more. There are many apps now that can be used to support children with hearing loss of all ages and there are many recommended. Special iApps develop educational apps for children with special educational needs, including autism, Down syndrome, cerebral palsy, hearing impairment and learning disabilities. Go to: www.specialiapps.org The Elizabeth Foundation Based at the QA Hospital in Cosham and is a fantastic local resource for families. It includes a nursery and preschool for children with hearing loss and a home learning programme. They also offer support for children with glue ear and unilateral hearing loss. Their website is: elizabeth-foundation.org 16 Teacher Advisory Service We are linked with both the Southampton City and Hampshire Teacher Advisory Services for Hearing Impairment and we will give you the opportunity to be referred to the appropriate service according to where you live. Teacher Advisers will usually visit you at home if your child is a baby or toddler and will subsequently visit your child in their pre-school and school settings. The amount of input given will vary according to the impact the hearing loss is having on your child but generally for children with unilateral or temporary hearing losses, visits may be restricted to a single visit, possibly at each educational setting and would increase proportionally for children with more significant hearing losses. Teacher Advisers provide support in a number of areas such as: • help with hearing aid care and maintenance • advise on strategies for successful hearing aid use and development of listening skills • model strategies to encourage development of communication • assess and review your child’s progress and provide support to teachers in pre-school and school environments They can also provide your child with a radio aid to use in school, if their hearing loss is such that they would significantly benefit from this. Radio aids enable the teacher’s voice to be delivered directly to your child’s hearing aids, helping to overcome the distance and background noise that might make it difficult for your child to hear them. 17 Hearing Aid Battery Safety What can happen if my child swallows a battery? In our experience, it is very rare for children to swallow batteries. However, ingestion of button batteries can cause harm and death. Severe tissue damage can occur from a build up of sodium hydroxide as a result of the electrical current discharged from the battery. The sodium hydroxide can cause tissue burn, often in the oesophagus. Even apparently flat batteries can still have this effect, and button batteries pushed into ears or nostrils can also cause serious injuries. Symptoms can manifest up to 28 days after ingestion of the battery and removal of the battery alone may be insufficient action to prevent further damage. Children need expert input and careful monitoring and follow-up. If your child has accidentally swallowed a battery, please take them to Accident and Emergency immediately. It is important that they are treated as a medical emergency. Prevention To prevent a battery from being accidentally swallowed, keep batteries out of reach of children and pets. All children under the age of 5 years should be offered a tamper resistant battery drawer on their aid(s) and these will also be considered for older children with additional risk factors e.g. significant learning disabilities or those living with babies or children under 5. If your child does not have tamper resistant battery drawers but you now feel that they or someone else they are in contact with may be at risk of swallowing a battery or inserting one into an ear or nostril, please do contact us to request the drawers are changed. 18 Communication tactics No matter which of the treatment options you have chosen to proceed with, communication tactics are always necessary to enable your child to hear well. potianyltokuitnoagrweahbaotut don’t your cover mouth don’t shout get my attention turn off background noise e.g. TV face me dont speak fast Useful Links www.ndcs.org.uk (This charity for children has a lot of useful publications aimed at parents. You can join their website for free to access these). www.royaldeaf.org.uk www.tinnitus.org.uk www.downs-syndrome.org.uk www.stagetext.org
Url
/Media/UHS-website-2019/Docs/Services/Child-health/Childrens-hearing/Hearing-aid-fitting-booklet.pdf
1 to 10 of 18
Previous 1 2 Next