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Level 6 diet (soft and bite-sized) - patient information

Description: We have given you this factsheet because a speech and language therapist (SLT) has advised that you should follow a level
Url: /Media/UHS-website-2019/Patientinformation/Medicinestherapiesandanaesthetics/Level-6-diet-soft-and-bite-sized-2447-PIL.pdf

Good health care for all

Description: Good health care for all What can I expect from the NHS? Alison Giraud-Saunders February 2012 1 Who helped with this book Money for this book was given by the Department of Health’s Valuing People Now programme, which ended in March 2011 Mark Bradley, Health Facilitator Network Stephan Brusch, NHS London Sue Carmichael (when she worked at the Department of Health) Janet Cobb, UK Health and Learning Disability Network Marcella Cooper and friends: people with learning disabilities and family carers from Barking and Dagenham and from Maidstone Beverley Dawkins, Mencap Hanifa Islam, Foundation for People with Learning Disabilities Allyson Kent, Access to Acute Network Hannah Rutter (when she worked at the Department of Health) Christine Towers, Foundation for People with Learning Disabilities Sue Turner, Improving Health and Lives/National Development Team for Inclusion Claire Walsh, Mental Health Foundation Richard West, Self advocate Made with Photosymbols 2 What is in this book? 05 About this book 06 What is the NHS? 09 Looking after your health 14 Making decisions about your health 15 Using the NHS 18 Going to the doctor or nurse 3 24 Going to hospital for an appointment 30 Staying in hospital 38 How to get help in a hurry 40 Who can help you? 42 Where you can get more information 44 What some of the words mean 4 About this book This book is for people with learning disabilities, family carers and anyone who supports a person with learning disabilities. This book is to help you get a good service from the National Health Service (the NHS). The book is mainly about health services for people who are aged 18 or more. It is mainly about services from your family doctor (GP) and hospitals. Some health services are just for people with learning disabilities. They are usually in the Community Learning Disability Team. You can get good information from them. You may be able to get extra help from them if you need it. You might look at the book on your own. Or you can ask someone to look at the book with you and talk about what it says. You can look at everything in the book. Or you can look at one bit that is right for you. Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. 5 What is the NHS? Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. The NHS is made up of lots of different services. For example: - your family doctor (GP) and practice nurse – where you can get health checks and treatment when you are ill - optician (optometrist) – where you get eye tests and glasses (spectacles) - dentist – where you get your teeth and mouth checked - chemist (pharmacist) – where you can ask for health advice and get some medicines like headache tablets Here are some other NHS services your doctor or nurse might arrange for you: - health promotion – where you can get advice to help you with healthy living 6 - screening services – you might get asked by your doctor to have a special check that can find an illness like cancer very early, so it can be treated - community health services like the district nurse, podiatrist (foot care), Macmillan nurse (cancer) - audiology – where you can get your hearing checked and get hearing aids - services that just work with people with learning disabilities, like the Community Learning Disability Team – the team often includes health staff like learning disability nurses, physiotherapist, occupational therapist, speech and language therapist, psychologist, psychiatrist - mental health services (psychiatrist, nurse or psychologist) – help if you have a mental health problem - hospitals – where you go to have special health tests or see different doctors. Or you might have to stay in hospital for extra help 7 - children’s health services – school nurse, children’s doctor (paediatrician), mental health services for children and young people (CAMHS) - ‘transition’ teams for young people who are nearly adults – some areas have a special transition nurse if you have lots of different health needs All these services work under the NHS Constitution. This helps to make health services better and fair for everyone. You can get more information about the Constitution from this website: http://tinyurl.com/cgveofa The NHS has to follow the laws about being fair to everyone (the Equality Act 2010). For example, the NHS must try to make it as easy for disabled people as anyone else to use health services. This is called ‘making reasonable adjustments’. You can find more information from this website: http://tinyurl.com/cpvw6gx The rest of this book has lots of ideas about reasonable adjustments you can ask for. If you need some extra help, please ask someone! 8 Looking after your health Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. There are lots of things you can do yourself to look after your health. For example: - eating healthy food (like salads and vegetables) - taking exercise (like having a walk every day) - not smoking or drinking too much alcohol - getting health checks with your doctor, dentist and optician at least once a year - looking after your feet, especially if you have a health problem called diabetes - looking after the shape of your body (posture) 9 - cleaning your teeth at least twice a day - having a good wash every day (like a bath or a shower) It is important for family carers to look after their health too, including carers who have learning disabilities You can get help from the NHS to keep healthy. Here are some ideas about things you can ask for: - information in easy read - information about groups you can join, like walking exercise groups and groups to help people lose weight - information about where people with learning disabilities can go for dentists and opticians - regular checks of your ears if you get a lot of earwax 10 - information in big print and easy read about any medicines you have to take You can get a health check every year from your family doctor and practice nurse. This is a good idea to help you keep healthy. You can ask for a health check if you have not had one. A health check includes things like: - checking how tall you are and how much you weigh - tests for common health problems like high blood pressure - checking for different illnesses - checking what medicines you take. Lots of people like to have a Health Action Plan. If you have not got one, you can ask the Community Learning Disability Team about them. A Health Action Plan holds all the things that are important about your health. It also holds information about things you might do to keep you healthy. For example, you might decide you want to lose some weight. Then you would put in your Health Action Plan how you are going to do that and who will help you. Lots of places have a person called a Primary Care Liaison Nurse. (Sometimes they are called a Health Facilitator). They may work in the Community Learning Disability Team. You can ask them to help you to think about your health. You can also ask them for help with getting health care, from your doctor or the hospital. 11 Here is an example of a Health Action Plan: Sharifa’s Health Action Plan Sharifa has a health problem called diabetes. Her plan says: - I will not eat sweets or cakes. My friend Hanifa will help me to stay away from those shelves in the shop - I will get some easy read information on healthy eating for people with diabetes. The diabetes nurse will help me with this - The diabetes nurse will make sure I get my blood, feet and eyes checked regularly - Sue, the practice nurse, will help me make all these appointments. She will text me the day before each appointment to remind me to go - The diabetes nurse will help me join a group of other people who have diabetes so we can support and learn from each other. Sharifa helps to look after her mum, who has diabetes too. So Sharifa’s plan also says: - I will make a plan with Sue, the practice nurse, for things I need to do to help my mum keep healthy - Sue will help me ask for a carer’s assessment from Social Services. 12 Websites where you can get more useful information - Lots of easy read information about health: www.easyhealth.org.uk - Information about eyes: http://www.lookupinfo.org/ - Information about healthy eating (not easy read): http://tinyurl.com/cvjr2p6 - Information about Health Action Plans: http://tinyurl.com/dymv5c6 - Information about looking after body shape (posture): http://tinyurl.com/cb898km - Lots of information about health and health care: NHS Choices website (not easy read) http://tinyurl.com/c38t54 - Information about health checks: Health Screening Template Part one http://tinyurl.com/ckzowyf 13 Making decisions about your health ‘Mental capacity’ means being able to make decisions for yourself. There is a law called the Mental Capacity Act. It says you should get help if you need it to make a decision for yourself. A doctor or another health worker might ask you to consent to some treatment for your health. This means asking you to say yes or no. You can do this if you can make the decision yourself. Sometimes it is very hard to make a decision yourself about your health. You might need a doctor or another health worker to make a decision for you. If a doctor or another health worker makes a decision for you, they must make a decision in your ‘best interests’. This means doing what is right for you. They should talk to you and to people who know and care about you to find out what is right for you. There is an easy read leaflet about the Mental Capacity Act. You can get it from this website: http://tinyurl.com/c5h9e2v 14 Using the NHS Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. There are some important things that people with learning disabilities say about using any bit of the NHS. And there are some things you can ask for that might help you! It is your right to ask for help like this. Services should try hard to make changes like these. They are called reasonable adjustments. These are just a few ideas. Maybe they will get you thinking of more things that would help. It is a good idea to tell them you have a disability, so they know you might need some extra help. You can get an easy read book called “Questions to ask when you go to the doctor or to a hospital”. You can get it from this website: http://tinyurl.com/6e4nknd Lots of family carers and carers with learning disabilities also say: - Health staff try hard to listen to the person with learning disabilities. That is good, but they need to listen to me too. Sometimes I know things about my son or daughter that the doctor needs to know. It may help to write things down before you see the doctor or nurse. 15 16 Things people say are hard I cannot understand the letters they send me Ideas that might help you Ask them to use easy read when they write to you. Or you could ask them to phone you or send a text message It is difficult to make an appointment. The phone system is too hard! And I cannot use the computer Ask if there is a phone number you can ring that goes straight to the receptionist The receptionist is not very helpful Before you go, think about what you want to say. Be polite but firm. Ask them to help or ask someone to help you write down what you want I find waiting difficult. If I come at the right time, I do not want to have to wait in a crowded room Ask if you can have the first appointment, or the last one when most people have left. Ask if there is somewhere private you can wait I sometimes miss my appointment time because I do not hear the receptionist call my name. There are lights that flash too, but I do not know what they mean Ask the receptionist to come over and tell you when to go in Things people say are hard Ideas that might help you Everyone is in too much of a hurry. I need some time to think what to say Ask for a longer appointment, maybe at the end of the day. This is called a “double appointment” They do not have the right equipment to help me in and out of my wheelchair Ask them to make sure they have the right equipment. Write down what equipment you need so they know what to have ready I have asked for help, but nothing has changed Tell them the law says they should make ‘reasonable adjustments’ for disabled people. Ask for a leaflet about ‘how to complain when you are not happy’. Remember, you can ask for this in easy read! 17 Going to the doctor or nurse Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. There are some important things that people with learning disabilities say about going to the doctor or nurse. And there are some things you can ask for that might help you! It is your right to ask for help like this. Services should try hard to make changes like these. They are called reasonable adjustments. These are just a few ideas. Maybe they will get you thinking of more things that would help. It is a good idea to tell them you have a disability, so they know you might need some extra help. You might like to look first at the ideas about using any bit of the NHS. Some of those ideas might help with going to the doctor – like making an appointment. You can get an easy read book called “Questions to ask when you go to the doctor or to a hospital”. You can get it from this website: http://tinyurl.com/6e4nknd 18 Things people say are hard It is a bit scary going to the doctor I really cannot go to the surgery. It is too difficult for me Ideas that might help you Ask if you can visit the surgery (where the doctor works) when it is quiet. You could look at the room where you will see the doctor. You could look at equipment like: - the machine that the nurse uses to check your blood pressure - scales to check your weight - the bed the doctor may ask you to lie on to look at part of your body You may be able to ask the doctor to visit you at home. It is not easy for them to do this. They will only agree if it is really difficult for you to go to them because of your health problems or disability The doctor speaks to my mum or my support worker instead of me. They do not try to understand what I have to say Before you go, think about what you want to say. You could take your Health Action Plan to show the doctor. Be polite but firm – you could say: “I am the one you need to talk to” 19 20 Things people say are hard The doctor speaks too fast and uses long words Ideas that might help you Ask them to slow down and use easy words. Ask for information in easy words to take away, so you can take it in at your own pace I need a longer time to say what I want to say and to understand what the doctor is saying Ask for a longer time (“double appointment”) when you make your appointment. Ask for information in easy words to take away, so you can take it in at your own pace Sometimes there are things I want to ask that are private. I do not want to ask while my mum is there Ask to see the doctor or nurse on your own. You can agree with them what will be kept private Every time I go, I see a different person. I have to explain all over again Ask to see the same doctor or nurse each time. You could take your Health Action Plan to show them too Here is an example of making an agreement with your doctor: Earl’s agreement with his doctor’s surgery It is important for Earl to know exactly what is happening. Earl gets very upset if he has to wait without being kept informed. Earl’s support worker helped him make an agreement with the doctor’s surgery. This helps Earl know what to expect, and also what he needs to do: - You will give me an appointment the same day or the next day if you can. If you cannot do this, I will know you have done your best - You will tell me exactly what time to come. I will be there. You will do your best to see me at that time. If you cannot do this, you will tell me how long I have to wait. I will do my best to keep calm - You will try to make sure I see the same doctor each time - You will give me time to say what I need to say or to ask questions. I may ask my support worker to say some things for me - I will bring my Health Action Plan to remind you what is important to me - If you need to talk to my mum about my health, you will ask me first and tell me why you need to do this - You will talk to me and use easy words - You will ask if I would like to take information away with me, in easy words - You will tell me what will happen next 21 Lots of family carers and carers with learning disabilities also say: - The doctor and nurse try hard to listen to the person with learning disabilities. That’s good, but they need to listen to me too. Sometimes I know things about my son or daughter that the doctor needs to know - My son or daughter can decide some things, if they are explained very carefully. Or a big decision might have to be made by the doctor, after talking to all of us who know my son or daughter well. This is called ‘best interests’. Sometimes I have to remind the doctor about the Mental Capacity Act. You can get more information about the Mental Capacity Act at this website: http://tinyurl.com/bvueljs Here is a link to a flowchart about ‘best interests’ decisions: http://tinyurl.com/cc96w4f Family carers can ask their son or daughter’s doctor or nurse to include them properly. This might mean having an appointment at a time that is right for the family carer. 22 Lots of doctors and nurses also say: - It’s really hard to know what to do if a person with learning disabilities can’t tell me what’s wrong and the support worker is from an agency and doesn’t know anything! - I’m not sure if I explain everything well enough, so the person will know what to do - I’m not sure how much to tell the person’s family or support workers - I’d like some help to find easy read information about common health problems Doctors and nurses can ask their local Community Learning Disability Team or Learning Disability Primary Care Liaison Nurse for help. There is easy read information about common health problems at these websites: www.easyhealth.org.uk http://tinyurl.com/5rkdcvf www.changepeople.co.uk 23 Going to hospital for an appointment Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. There are some important things that people with learning disabilities say about going to hospital for an appointment. And there are some things you can ask for that might help you! It is your right to ask for help like this. Services should try hard to make changes like these. They are called reasonable adjustments. These are just a few ideas. Maybe they will get you thinking of more things that would help. It is a good idea to tell them you have a disability, so they know you might need some extra help. You might like to have a Hospital Passport. This is a book to hold important information about you and your health. Sometimes the book is called different things (like Hospital Book or Patient Passport). You can see some Hospital Passports on this website: http://tinyurl.com/bmtzbdz You might like to look first at the ideas about using any bit of the NHS. Some of those ideas might help with going to hospital – like asking for easy read letters or extra time. You can get an easy read book called “Questions to ask when you go to the doctor or to a hospital”. You can get it from this website: http://tinyurl.com/6e4nknd 24 Things people say are hard My own doctor knows me well and knows how to make things easy for me. Will the hospital know this too? I need to have several different tests, but it is difficult for me to keep travelling to the hospital Ideas that might help you Ask your doctor to tell the hospital what help you need, before you go. You can take your Communication Passport or Hospital Passport if you have one. (Sometimes these are called different names) Ask if the hospital has an ‘acute liaison nurse’. This is a nurse who tries to make things in hospital easier for people with learning disabilities. Or you can ask for the ‘safeguarding’ nurse Talk to someone at the hospital before the day of your appointment to let them know if you need any special arrangements Ask if all the tests and appointments can be on the same day Ask if you can have help with travel to the hospital It is quite scary going to hospital and having tests Ask if you can have some information to look at before you go. This could be in easy read, or perhaps a DVD Ask someone you trust to help you look at the information and think about the questions you want to ask Ask if you can visit the hospital before you go for the proper test. You could ask to see the room where you will be seen, or the machine that might be used for a test Ask if they can advise you about how to relax. There might be exercises you can do to help you be less anxious 25 26 Things people say are hard It is quite hard to find your way around at the hospital It can be hard to understand what doctors are talking about Ideas that might help you Ask if there are ‘buddies’ (people who can help you find your way round). Or visit the hospital before your appointment day so you can figure out how to get around the hospital. Most hospitals have ‘help’ desks where you can ask for help like this. Ask them before you visit and they may be able to help you to find your way on the day of your appointment Ask them to slow down and use easy words. Ask for information in easy words to take away, so you can take it in at your own pace Ask questions about the results of the tests – what do they mean? Ask questions about the choices for treatment – what is good or bad about them? I do not understand the information they Ask for information in easy read send after I have had tests Ask to have someone explain the test results to you Here is an example about visiting hospital: Earl’s excellent visit to hospital The doctor said Earl needed to have some tests at the hospital. Earl felt quite nervous about that. His doctor talked to him about the tests and gave Earl some information in easy words and pictures. The doctor said he would write to the hospital and tell them that Earl had a learning disability and would need some extra help. Earl’s support worker, Jason, helped him look at the easy read information and they talked about what it meant. Earl asked Jason to phone the hospital to talk about the help Earl would need. Jason did this and was put through to the Acute Liaison Nurse, Ellie. Ellie said she would help make special arrangements for Earl. The hospital arranged for all Earl’s tests to be done on one day. They sent him a DVD with more information about the tests. They sent him a text the day before, to remind him what time to arrive. When Earl arrived at the hospital he was met by a ‘buddy’. This person was a volunteer at the hospital. She helped Earl get to the right places at the right times. The hospital staff who did the tests all knew that Earl needed some extra help to understand what was happening. They talked to him in easy words. They checked that he agreed to the tests. They let him look around and settle before doing the tests. The last person Earl saw for tests gave him a big card to remind Earl to make an appointment with his own doctor, to talk about the test results. After all the tests were done Earl’s ‘buddy’ helped him find his way back to the hospital entrance, where Jason was waiting for him. Earl said: “Everything worked right!” 27 Lots of family carers and carers with learning disabilities also say: - The doctor and nurse try hard to listen to the person with learning disabilities. That is good, but they need to listen to me too. Sometimes I know things about my son or daughter that the doctor needs to know - My son or daughter can decide some things, if they are explained very carefully. Or a big decision might have to be made by the doctor, after talking to all of us who know my son or daughter well. This is called ‘best interests’. Sometimes I have to remind the doctor about the Mental Capacity Act. You can get more information about the Mental Capacity Act at this website: http://tinyurl.com/bvueljs Here is a link to a flowchart about ‘best interests’ decisions: http://tinyurl.com/cc96w4f 28 Family carers can ask the hospital to include them properly. This might mean having an appointment at a time that is right for the family carer. Lots of doctors and nurses also say: - It’s really hard to know what to do if a person with learning disabilities can’t tell me what’s wrong and the support worker is from an agency and doesn’t know anything! - I’m not sure if I explain everything well enough, so the person will know what to do - I’m not sure how much to tell the person’s family or support workers - I’d like some help to find easy read information about common health problems. Doctors and nurses can ask their local Community Learning Disability Team or Learning Disability Primary Care Liaison Nurse for help. There is easy read information about common health problems at these websites: www.easyhealth.org.uk http://tinyurl.com/5rkdcvf www.changepeople.co.uk 29 Staying in hospital Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. There are some important things that people with learning disabilities say about staying in hospital. And there are some things you can ask for that might help you! It is your right to ask for help like this. Services should try hard to make changes like these. They are called reasonable adjustments. These are just a few ideas. Maybe they will get you thinking of more things that would help. It is a good idea to tell them you have a disability, so they know you might need some extra help. You might like to look first at the ideas about using any bit of the NHS, or going to hospital. Lots of things people say about going to hospital are the same as they say about staying in hospital. So you can try out some of the same ideas that might help – like asking for easy read letters or extra time. 30 Things people say are hard I am really picky about what I eat. I might get upset if I am given the wrong food I need people with me who know me well Ideas that might help you You can put this in your Hospital Passport, if you have one. (Sometimes these are called different names) It is a good idea to talk to someone at the hospital about this before you go in to stay. Ask to talk to PALS or the Acute Liaison Nurse. Or the ‘safeguarding’ nurse Take a food plan into hospital Ask if your family can stay with you in hospital, or your support worker if you have one I need help to eat and drink. If I do not get help, I might choke. Or I might not have any food or drink You can put this in your Hospital Passport, if you have one. (Sometimes these are called different names) It is a good idea to talk to someone at the hospital about this before you go in to stay. Ask to talk to PALS or the Acute Liaison Nurse. Or the ‘safeguarding’ nurse I know what is important to me, but I need a lot of help to make people understand me You can have a Hospital Passport or a Communication Passport. This can tell people about how you tell them what you want. (Sometimes these are called different names) 31 32 Things people say are hard I need a lot of help to understand what is happening Ideas that might help you You can have a Hospital Passport or a Communication Passport. This can tell people how they should give you information. (Sometimes these are called different names) I can make decisions about my health if things are explained with easy read. You need to give me time to understand I know there are some big decisions that are too hard for me You can have a Hospital Passport or a Communication Passport. This can tell people how they should give you information. (Sometimes these are called different names) You can ask people who know you well to help the hospital doctors and nurses to make good decisions for you. This is called ‘best interests’ I need a lot of help with personal care You can put this in your Hospital Passport, if you have one. (Sometimes these are called different names) It is a good idea to talk to someone at the hospital about this before you go in to stay. Ask to talk to PALS or the Acute Liaison Nurse. Or the ‘safeguarding’ nurse Things people say are hard I do not feel very safe in a ward with other people I find being in a noisy ward very difficult. I get upset Ideas that might help you It is a good idea to talk to someone at the hospital about this before you go in to stay. Ask to talk to PALS or the Acute Liaison Nurse. Or the ‘safeguarding’ nurse. They might suggest you stay in a “side ward”. This is a room off the main ward It is a good idea to talk to someone at the hospital about this before you go in to stay. Ask to talk to PALS or the Acute Liaison Nurse. Or the ‘safeguarding’ nurse. They might suggest you stay in a “side ward”. This is a room off the main ward It is important that you understand what help I will need when I leave hospital I want to know what will happen next! Ask about plans for you leaving hospital. You might need to keep taking some medicine. You might need some extra help at home for a while. You can ask the hospital staff to talk to your family or your support staff about this too. Ask for information in easy read. If you need to go for a check-up, ask for help to make the appointment 33 You can get an easy read book called “Questions to ask when you go to the doctor or to a hospital”. You can get it from this website: http://tinyurl.com/6e4nknd Here is an example about staying in hospital: Michael’s good stay in hospital Michael was born with a health problem called Tuberous Sclerosis. This means he has quite a few health problems. He has complex epilepsy (fits) and his kidneys are not working properly. Michael does not speak, but he loves to join in with whatever is going on in his noisy family! Michael lives with his family and gets support from two Personal Assistants. Michael’s family were worried when they heard he would have to go to hospital and stay there for an operation. Michael had a bad time when he had to stay in hospital before. This time the Community Learning Disability Team asked their Primary Care Liaison Nurse, Sam, to work with Michael, his family and the hospital to make a plan for his stay. Sam came to Michael’s house to meet him and his family and Personal Assistants. They talked about what had gone wrong last time, and what Michael would need this time. Sam helped them to make a Hospital Passport for Michael. They wrote down all the things that were important to Michael, like how to help him relax. They wrote down all the things that were important to keep Michael safe, like how to help him to eat without choking. Sam went to talk to the Acute Liaison Nurse at the hospital. They looked at Michael’s Hospital Passport together. They talked about all the arrangements that would be needed to make Michael’s stay a success. Staff on the ward thought Michael should go into a side room. Sam thought Michael might like the main ward better, as there was more going 34 on. Staff on the ward were worried that they would not have enough time to support Michael well at important times like mealtimes. Sam said the hospital should pay for one of Michael’s Personal Assistants to go in to support him. The hospital did not want to do this at first. The Acute Liaison Nurse talked to the Patient Advice and Liaison Service (PALS) and persuaded them to agree. On the day that Michael went into hospital the Acute Liaison Nurse met him and his family on the ward. Michael met his ‘named nurse’ from the ward team. He gave her his Hospital Book. She agreed to tell the other nurses how important it was to support Michael using all the information in his Hospital Passport. She agreed to speak to Michael’s family every day. She made a plan with Michael’s Personal Assistant, to agree who would do what. The Personal Assistant showed her how to talk to Michael while she was working with him. Before Michael’s operation all the doctors and nurses got together to make sure they had a good plan for him. They invited his family and the Acute Liaison Nurse. They made sure everyone agreed that the operation was in Michael’s best interests. They talked about how to make sure Michael was supported while he waited for the drug (anaesthetic) to put him to sleep before the operation, and while he was waking up after the operation. They talked about what would happen after the operation, and what Michael and his family would need when he went home. The operation went OK, but that night the nurses were worried about Michael. They called his family and his mum came to the hospital. They offered her a comfy chair by Michael’s bed and a cup of tea. They checked during the night to see if she wanted anything else, and made sure she knew where the toilets were. They gave her a pass for the car park. In the morning Michael was a bit better. The Acute Liaison Nurse popped in every day to make sure things were going OK. Before Michael was due to go home she got everyone together again and they went through all the plans. They agreed who would sort out some new equipment 35 Michael would need at home. They agreed who would speak to the district nurse about checking on him at home. They arranged some training for Michael’s family and Personal Assistant about the new equipment. They fixed a date for Michael to come back for a check-up. Michael’s family were really pleased with how this stay in hospital went. They said a big ‘thank you’ to all the hospital staff. Lots of family carers and carers with learning disabilities also say: - The doctor and nurse try hard to listen to the person with learning disabilities. That is good, but they need to listen to me too. Sometimes I know things about my son or daughter that the doctor needs to know - My son or daughter can decide some things, if they are explained very carefully. Or a big decision might have to be made by the doctor, after talking to all of us who know my son or daughter well. This is called ‘best interests’. Sometimes I have to remind the doctor about the Mental Capacity Act - The hospital seem to assume that I or a support worker will come and look after my son or daughter. They need to talk to us about what is possible and reasonable! - I have needs as a carer. If I need to stay with my son or daughter, the hospital should help me with parking, somewhere to rest and access to food and drinks You can get more information about the Mental Capacity Act at this website: http://tinyurl.com/c8g2bzn Here is a link to a flowchart about ‘best interests’ decisions: http://tinyurl.com/d7w4t6v 36 There is a guide for families and hospitals about supporting people with learning disabilities in hospital. You can find it at this website: http://tinyurl.com/bwocmba Lots of doctors and nurses also say: - It’s really hard to know what to do if a person with learning disabilities can’t tell me what’s wrong and the support worker is from an agency and doesn’t know anything! - I’m not sure if I explain everything well enough, so the person will know what to do - I’m not sure how much to tell the person’s family or support workers - I don’t know how much I can ask the person’s family or support workers to help them while they are in hospital - I’d like some help to find easy read information about common health problems - I’m not sure what help the person will get when they leave hospital Doctors and nurses can ask their local Community Learning Disability Team for help. There may be an Acute Liaison Nurse in the hospital. There is a guide for hospitals and families about supporting people with learning disabilities in hospital: http://tinyurl.com/bwocmba There is easy read information about common health problems at these websites: www.easyhealth.org.uk http://tinyurl.com/5rkdcvf www.changepeople.co.uk 37 How to get help in a hurry Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. Sometimes you need to get help with a health problem in a hurry. Here are some things you can do: - You might be able to get some advice from the chemist (pharmacist). They might be able to suggest some treatment if they do not think you need to see a doctor - You could ring NHS Direct to ask for advice: 0845 4647. Or look on their website: http://www.nhsdirect.nhs.uk/ (not easy read) In a few places there is a new number you can call (111). It should work everywhere by 2013 - Your doctor’s surgery might have a phone number you can call for advice even when the surgery is not open (‘out of hours’) - In some cities there are NHS ‘walk in centres’ that you can go to any time for health care - Some hospitals have ‘minor injuries units’ where you can go for treatment if you are hurt (like if you have cut your finger and it will not stop bleeding) 38 - You might have to go to a hospital Accident and Emergency Department (A&E) if you are hurt very badly - If someone has a bad accident, or a sudden bad illness like a heart attack or a stroke, you might need to phone or text 999 for an ambulance. If you need an ambulance, the staff will have to ask you lots of questions. Good ideas The London Ambulance Service uses a book called the “Pre Hospital Communication Guide” with easy read pages. You could ask your local ambulance service if they have something like this. You can give them this website address: http://tinyurl.com/cnxtwbf If you have a mobile phone, save the telephone number of someone who can be phoned in an emergency. Save the number with the name ICE. This means ‘In Case of Emergencies’. Ambulance staff and police all know what this means. Some people have health problems that are important to know about in an emergency. For example, some people must not be given a drug called penicillin. People can wear a bracelet or a pendant (‘MedicAlert’) that has details about their health problems. 39 Who can help you? Some words to do with health and the NHS are a bit hard. Harder words are shown like this: NHS Constitution. There is a list of these words at the back of the book to tell you what each word means. If you have a question about your health, you can ask a health person you know (like your doctor or nurse). You can get some advice about health from your chemist (pharmacist). And there is more from the website NHS Choices and the phone line NHS Direct. (These are not easy read). Here are some other ideas about people you can ask: - Community Learning Disability Team: you may already know some people from the Team, like a learning disability nurse. If you don’t know anyone there, you can get contact details for the Team from Social Services - Health Facilitator: this is a person who helps you think about your health. They can help you make a Health Action Plan. Sometimes they are called different things. You can usually find the right person through the Community Learning Disability Team - Patient Advice and Liaison Service (PALS): every hospital has a PALS. They can give you information about health care and the NHS 40 - Acute Liaison Nurse: this is a nurse who tries to make things in hospital easier for people with learning disabilities. Not every hospital has one. You can find out if your hospital has one through the Community Learning Disability Team or through PALS - Safeguarding Nurse: most hospitals have a nurse who is responsible for making sure that people are safe from harm while they are in hospital - HealthWatch: this service will start in 2012 (it is being tried out in some areas sooner than this). HealthWatch will help people get information about health services. They will also collect information about how good or bad local services are. If you are unhappy about your health care, some services are there specially to help: - Patient Advice and Liaison Service (PALS): every hospital has a PALS. They can help if you are unhappy with the hospital services. They can help you if you want to complain - Independent Complaints Advocacy Service: this service is completely separate from the NHS. They can help you make a complaint. You can get in touch with them through PALS - Patients Association: this is a charity that is quite separate from the NHS. They have a helpline you can call. The number is 0845 608 4455 41 Where you can get more information Books Beyond Words: books for people with learning disabilities. Some of the books are about health problems http://www.picturesbeyondwords.com CHANGE: an organisation that works for the human rights of people with learning disabilities. CHANGE has some easy read information about health www.changepeople.co.uk Easyhealth: a website with lots of easy read information about health problems and health care www.easyhealth.org.uk Foundation for People with Learning Disabilities: an organisation that works with health services to help them get better www.learningdisabilities.org.uk General Medical Council: learning disability resources launched in Spring 2012 www.gmc-uk.org/learningdisabilities Health checks: Your Say Advocacy Service are launching a DVD about health checks in Spring 2012. Email: info@yoursayadvocacy.co.uk Improving Health and Lives: a website with lots of information about the health of people with learning disabilities www.improvinghealthandlives.org.uk Leeds Animation Workshop: two DVDs and easy read books about going to the doctor and going to hospital http://www.leedsanimation.org.uk/index.html Look Up: a website with lots of information from SeeAbility about looking after your eyes http://www.lookupinfo.org 42 Mencap: an organisation that campaigns for better health care for people with learning disabilities www.mencap.org.uk NHS Choices: a website with lots of information about health and health care www.nhs.uk A picture of health: a website with easy read information about health and health care in South West England www.apictureofhealth.southwest.nhs.uk/ PRODIGY: a website with lots of information about health problems and health care www.prodigy.clarity.co.uk Postural Care Campaign: a web page about how to get better care for people who need a lot of help to protect the shape of their bodies http://tinyurl.com/cb898km Reasonable adjustments: examples of changes the NHS can make www.ihal.org.uk/adjustments Royal College of General Practitioners: learning disability resources for GPs http://tinyurl.com/d747vaz UK Health and Learning Disability Network: an email network of people all over the country who are interested in the health of people with learning disabilities www.jan-net.co.uk 43 What some of the words mean Acute liaison nurse: a nurse who works in hospital to try to make things easier for people with learning disabilities Audiology: the service that does hearing tests and can give out hearing aids Best interests: deciding what is right for a person if they cannot make the decision for themselves CAMHS (Child and Adolescent Mental Health Service): the service that helps children and young people if they have mental health problems Carer’s assessment: a check to see what help you need if you are caring for another person Communication passport: a book about how you let people know what you want, and how they should talk to you Community Learning Disability Team: a team of health workers and social workers who just work with people with learning disabilities Consent: saying yes or no to a health test or treatment District nurse: a nurse who helps people at home, like giving an injection GP: a family doctor Health Action Plan: a plan about all the things that are important for your health Health facilitator: someone who can help you think about your health 44 Health promotion: a service that teaches people about looking after their health Hospital passport: a book with important information about you and your health that you can take to hospital Learning disability nurse: a nurse who just works with people with learning disabilities Macmillan nurse: a nurse who helps people who have cancer Mental capacity: being able to make decisions for yourself Mental Capacity Act: the law about making decisions NHS Constitution: the ground rules for the NHS, to help make health services better and fair for everyone Occupational therapist: a health worker who helps people learn to do the things they want to do, at home or at work or out and about Optometrist: a health worker who does eye tests and gives out glasses (spectacles) Paediatrician: a children’s doctor PALS (Patient Advice and Liaison Service): a service that can give you information about the NHS and help you if you have problems using the NHS Pharmacist: a health worker who knows about medicines Physiotherapist: a health worker who knows about how bodies move 45 Podiatrist: a health worker who knows about looking after feet Posture: the way you sit, stand or lie. This is important for keeping healthy Primary care liaison nurse: a nurse who helps family doctors and other nurses to give good services to people with learning disabilities Psychiatrist: a doctor who knows about mental health problems Psychologist: a health worker who knows about behaviour and how people’s minds work Reasonable adjustments: changes that the NHS and other services can make, to make it easier for disabled people to use the services Safeguarding nurse: a nurse who helps NHS services think about how to keep people safe from harm Screening: tests for cancer Speech and language therapist: a health worker who helps people who have difficulty speaking or being understood. They also help people who have difficulty swallowing Transition: moving from services for children and young people to services for adults 46 47 Foundation for People with Learning Disabilities Colechurch House 1 London Bridge Walk London SE1 2SX United Kingdom Telephone 020 7803 1100 Fax 020 7803 1111 Email info@fpld.org.uk Website www.learningdisabilities.org.uk Registered Charity No. England 801130 Scotland SC039714 © Foundation for People with Learning Disabilities 2012 changing liv48 es
Url: /Media/UHS-website-2019/Docs/For-patients/Good-health-care-for-all.pdf

PLANETS texture modified recipe book

Description: A texture modified recipe book for patients with cancer of the oesophagus or stomach A texture modified recipe book for patients with cancer of the oesophagus or stomach Contents Introduction 3 Patient stories 4 From the dietitian 8 From the Chef 9 Purée food 10 Purée breakfast recipes 12 Purée soups 16 Purée main meals 20 Purée side dishes 30 Purée desserts & snacks 34 Drinks & supplement recipes 38 Soft & bite sized diet 40 Soft & bite size breakfast recipes 42 Soft & bite size main meals 46 Soft & bite size side dishes 54 Soft & bite size desserts & snacks 56 Introduction This recipe book aims to provide you with a selection of easy to prepare, high calorie and protein recipes of a suitable purée or soft texture that may be helpful during chemo or radiotherapy or following surgery for oesophageal or stomach cancer. The recipes in this book will make larger portions than you may be able to manage, so you will be able to divide them into several smaller portions. Each recipe will indicate if it can be stored in the fridge or frozen. Ensure you defrost food thoroughly and cook through. What is texture modification? A texture modified diet will contain carefully selected foods of an appropriate consistency which can be more easily managed if you are struggling with swallowing or pain on eating, or healing following surgery. Food fortification In order to help minimise weight loss, especially when you may only be able to manage small portion sizes it can be helpful to ‘fortify’ your food to maximise its nutritional content. • Avoid foods labelled as ‘diet’ or ‘light’ and choose full fat dairy products. • Add extra butter, cream, evaporated or condensed milk to increase calories. • Add fortified milk to drinks and foods. (see recipe below) Fortified milk recipe • 1 pint (approximately 600ml) full cream milk • 4 heaped tablespoons (60g) skimmed milk powder 1. Add milk powder to a small amount of milk and mix to a paste. 2. Gradually add the remaining milk. 3. Store in the fridge and use instead of normal milk. 2 3 Patient stories The following are advice and tips are from patients with oesophageal or stomach cancer who have followed a purée and soft & bite sized diet... Gordon Oesophagectomy August 2018 Early in 2018 I was diagnosed with cancer of the oesophagus. I had three cycles of chemotherapy after which in August 2018 I underwent an oesophagectomy at Southampton General Hospital. Initial foods by mouth consisted of purée foods including scrambled egg and soups. I was initially also receiving the bulk of my nutrition through a Jejunostomy feeding tube, which was weaned down and stopped in February 2019. I was provided both in hospital and at home with high calorie/protein supplements in the form of Fortisip. We (my carer was an active participant in finding an acceptable diet, a situation I would consider as being almost essential) then tried various commercial varieties such as ‘Complan’. For the first few weeks after leaving hospital I didn’t feel thirsty at all and again my carer became concerned that I would become dehydrated. Given the restricted room available for food intake in my re-arranged insides there was always a tussle for space between solids and liquids and we could not settle on a highly nutritious solution to meet both requirements. As soon as I was able to eat almost anything – I still have difficulty digesting pastry ten months after the op – I started to eat quantities of cheese, puddings and cream. We have now resorted to supermarket sourced ‘protein bars’ such as ‘Nature Valley’ and ‘Graze’ that I munch between the three traditional meals. I also ‘graze’ on nuts, biscuits and fruit. To start with I lost weight, going from 68.5kg down to 63.3kg at the end of April. Since then it has stabilised and we hope to perhaps gain another kilo or two. Not too much because, according to the NHS chart, for someone of my height it is an ‘ideal weight’. I think now, ten months down the track, we are getting things right. A typical daily intake for me is as follows: Breakfast: Coffee, cereal (not too much sugar), toast with a spread of some sort, fruit juice. Lunch: Possibly left-overs from last evening’s meal, eggs in a variety of ways, cheese on toast, soup, a sandwich followed by a piece of fruit. (continued over) 4 Evening meal: A whole variety of dishes; roasts, casseroles, stir fry, salads, curries usually followed after an hour or so by a dessert. All those meals are of very small portions – though getting bigger all the time, some days better than others – so in between meals I have snacks comprising a range of protein bars, biscuits, fruit and cashew nuts by the handful. It seems to be working.I’m feeling stronger all “ ” the time, exercising and enjoying life! Janice Oesophagectomy May 2019 I had an oesophagectomy in May 2019 so I am currently almost 5 months post-op. I won’t lie, up to a month ago I found the whole eating and dietary issues frustrating. A lot of that was down to my impatience in accepting that recovery was going to take a good year or more. However, in the last few weeks, I feel I’ve finally ‘cracked it’ and found a regime that works for me. The day before being discharged from hospital my daughter visited and, between us, we ‘brainstormed’ a list of foods that could be, or were already, puréed. Armed with an extensive list, my daughter shopped for all the items including some baby food containers. She filled the containers with some prepared meals and left them stacked in my fridge and freezer ready for my return. I can’t tell you just how much that helped in the early days at home. Not having to worry about what to prepare and eat to start with was a blessing. Luckily, my husband was happy to see to himself so I could concentrate on my own needs. Some of the foods I stocked up with were: • Tinned custard, semolina and variety of soups. • Potatoes, butternut squash, and carrots. • Whole milk, cream, strong cheese, eggs, creamy yoghurts, butter and ice cream. • Salmon, white fish, skinless sausages. • Jelly cubes (for milk jellies). • Cheese sauce granules, gravy granules and dried milk (for making the fortified milk). • Weetabix and instant porridge. (continued overleaf) 5 5 • Some baby foods that I used as a base e.g macaroni cheese that I just added more grated cheese to. • Smoothies I thought the easiest food to eat would be mashed potato enriched with an egg, milk, butter and cheese but I actually found it quite difficult to swallow so stuck to the butternut squash instead (still with everything added). Keeping hydrated was difficult as I’m not a great drinker anyway. You definitely need to drink a good 30 mins before or after food and not at the same time. I kept a jug of fortified milk on the go and used it for cereal, jelly and frozen milk lollies (using Nesquick). I did find that my taste buds changed and I struggled with dairy products in particular. Moving on to soft foods after 4 weeks was bliss. I was so bored with puréed food by that point. I was losing weight but was expecting that and hoped that the loss would slow down with a more varied diet. I still wasn’t keen on the sweet dairy products although I kept trying various yoghurts and desserts. I must say I did spend a lot of money on food but also wasted a large amount of food as well! I eat anything that could be mashed with a fork and found stronger flavours worked for me. • Cottage pie • Spaghetti Bolognese • Tagliatelle • Vegetable curry • Skinless sausage casserole • Cheese omelette with thin cut ham added My ‘go-to’ snacks included: cheese and crackers, buttery cheese straws, mini Babybels, tiramisu, spicy crisp puffs e.g Cheetos. Trying to keep a small portion of food warm enough for the 30 mins needed to eat it was a problem. I overcame it by buying a child’s wide-necked food thermos flask. It certainly kept the food at a reasonable temperature. After a couple of months, I was able to move on to a normal, varied diet. I now eat whatever I fancy and it’s just been trial and error finding the foods that work for me. My portions have increased considerably and I enjoy stir-fries, curries, roast dinners, fry-ups – you name it and I’ll try it. The only thing that I don’t cope with very well is red meat but everything else is fine. I make sure I chew everything thoroughly but it did take some time to realise when I’d eaten enough. Sometimes, that last spoonful was one too many and it would stick in my throat. It would go down eventually but it’s uncomfortable at the time. 6 My taste buds are getting back to normal and I now enjoy chocolate, cream cakes and some desserts again. I always keep a couple of ready meals in the fridge (Marks and Spencer do a range designed for a smaller appetite). I snack on things like crisps, peanuts, cashew nuts, fruit loaf, crumpets, waffles and fruit and nut chocolate bars. At my last weigh-in I had gained over 2kilos so I know the only way is up now and I’m feeling very positive about the future. I now eat whatever I fancy and it’s just been trial and error finding the foods that work for me. 7 7 From the dietitian… We have worked closely with our patients in producing this recipe book to help support you after surgery or during chemo/radiotherapy when you may find your appetite is very low. The recipes are designed to maximise the calorie and protein content, which will help you to better maintain your weight. Eating small portions regularly every few hours over the day can help, as well as serving small portions of food on a side plate or in ramekins so that it doesn’t look too overwhelming. Dietitian, Sarah Davies Don’t feel you have to make everything from scratch, you can often buy foods of an already appropriate texture from supermarkets, for example pots of custard or smooth soup to save you time. Several online ready-made meal companies can deliver good quality meals that have a range of suitable textures, including ‘mini’ or ‘petite’ ranges for smaller portions, which you may find helpful if you are feeling too tired to cook. Choose ‘purée’ or ‘soft and bite sized’ ranges according to which stage of diet you are on. If you require further advice or are worried about your weight or diet please ask to be referred to a dietitian. We hope you find this book helpful! 88 From the Chef… It’s really inspiring for me to read the positivity within the patient stories and learn about the different food plans that have worked for each individual. I can fully appreciate a lack of desire to get creative in the kitchen, especially post surgery, though along with some great existing recipes already in this book, I have put together some of my own that will hopefully encourage you to think positively about food and flavours. There will obviously be days where you may wish to simply blitz up a can of pre prepared soup though if feeling adventurous it would be a pleasure to learn that any of my recipes have been given a run through! Please do enjoy! Blender advice To get a really smooth consistency to your food it is really important that you use a powerful blender. I personally find the Ninja range superb & at an affordable price range. They have some great models from around £49.99 and are available from most supermarkets or it’s worth looking online for a good deal. If your blender fails to create the desired smooth texture, you can pass it through a fine sieve afterwards and discard any ‘lumps’. If the consistency of the food is a little dry, simply add a little extra water whilst blending. Chef, Gary 9 Purée foods 10 What is a purée diet? • A purée diet should be smooth throughout without any bits, lumps, skins or shells. • Food can be puréed using a blender or food processor. • Food can also be sieved to ensure there are no lumps. • Food should be puréed separately so there are individual portions of each food on the plate. This helps to retain the taste and colour of each item and makes it more appealing. • Add additional liquids to blend such as gravy, milk or stock. • Enhance flavours by adding sauces such as smooth mustard, curry powder, soy sauce or lemon juice. Suggested purée meal plan Breakfast 8.00am Drink Mid-morning snack 10.00 -10.30am Drink Lunch 12.00 -1.00pm Drink Mid-afternoon snack 2.30 - 3.00pm Drink Dinner 5.00 - 6.00pm Drink Dessert/ Evening Snack 7.00 - 8.00pm Purée cinnamon porridge Nourishing coffee Purée scrambled eggs Supplement drink Salmon Mousse Glass of milk Cream of chicken soup Supplement drink Purée shepherd’s pie Nourishing malt drink Purée rice pudding 1111 Purée breakfast recipes 12 Cinnamon Porridge • 25g porridge oats • 175g full fat milk • ¼ teaspoon of cinnamon • 1-2 tablespoons of full fat Greek yogurt to serve 1. Put the porridge oats in a saucepan, pour over the milk and sprinkle in a pinch of salt. Bring to the boil and simmer for 4-5 minutes, stirring from time to time and watching carefully that it doesn’t stick to the bottom of the pan. 2. Or you can try this in a microwave. Mix the porridge oats, milk and a pinch of salt in a large microwave-proof bowl, then microwave on High for 5 minutes, stirring halfway through. Leave to stand for 2 minutes before eating. 3. Stir through the cinnamon and drizzle with Greek yogurt to serve (you can thin this down with some more milk if needed). Storage: Refrigerate Weetabix, Peanut Butter & Banana Smoothie • ½ a banana • 2 tablespoons of smooth peanut butter • Approximately 250ml full fat milk • 1 Weetabix biscuit (or shredded wheat) 1. Slice the banana into the blender. 2. Add the peanut butter and 3 tablespoons of the milk. 3. Blend together until well combined. 4. Crush the Weetabix into the mixture. 5. Add the remaining milk and blend until smooth. Storage: Refrigerate 13 Purée Scrambled Eggs • 2 eggs • 6 tablespoons of single cream or approximately 60ml of full fat milk • Butter 1. Lightly whisk the eggs, 6 tbsp of single cream or full fat milk and a pinch of salt together until the mixture has just one consistency. 2. Heat a small non-stick frying pan for a minute or so, then add a knob of butter and let it melt. 3. Pour in the egg mixture and let it sit, without stirring, for 20 seconds. Then stir with a wooden spoon, lifting and folding it over from the bottom of the pan. 4. Once cooked through, place eggs in your blender and blend until smooth (you may need to add a little more milk to give the correct consistency). Storage: Refrigerate Fruity Greek Yogurt Smoothie • 250ml Full fat Greek yogurt (or pineapple flavoured Greek yogurt) • 50ml full fat milk • ½ a banana • 30g fresh or frozen mango • 30g fresh, tinned or frozen peach slices 1. Place the yogurt and fruit into the blender and mix until smooth (if using frozen fruit you may need to let this defrost for a few moments to make it easier to blend). 2. Add additional milk to thin down as required. Storage: Refrigerate 14 15 Purée soups All soups can be kept in the fridge for 1-2 days or frozen 16 Cream of Chicken Soup • 2 tablespoons of olive oil • 600ml chicken stock • 1 medium onion, chopped • 175ml double cream • 1 medium leek, thoroughly washed and chopped • A pinch of pepper • 2 large chicken breast fillets (chopped) 1. Heat the oil in a pan, add the onion and cook until softened. 2. Add the leek and cook for a further 5 minutes. 3. Add the chicken, stock and seasoning and bring to the boil for 2 minutes then reduce to a simmer. 4. Allow to simmer for 25 minutes until the chicken is cooked through. 5. Add the cream then blend until smooth. Lamb and Vegetable Soup • 2 tablespoons of olive oil • 800ml vegetable stock • 400g lamb mince • 150ml full fat milk • 1 medium onion, choppe d • 120g skimmed milk powder • 3 large carrots, peeled & cho ppe d • 100ml double cream • 1 medium potato, peeled & chopped 1. Heat the oil in a pan and add the lamb and onion and cook for 5 minutes, breaking up the lamb into small pieces. 2. Add the carrot and cook for 10 minutes until soft. 3. Add the potato and stock and bring to the boil, then reduce to a simmer for a further 30 minutes. 4. Combine the milk with the skimmed milk powder then add to the pan with the cream and season. 5. Blend the soup until smooth. 17 Pea and ham soup • 2 tablespoons of oil • 1 medium onion, chopped • 1 medium potato, peeled and finely chopped • 400ml vegetable stock • 600g frozen garden peas • 100g cooked ham, finely chopped • 300ml full fat milk • 100g skimmed milk powder • 30g parmesan 1. Heat the oil in a pan and add the onion. Cook for 5 minutes until soft 2. Add the potato and stock and season. Boil for 15 minutes until the potato is soft. 3. Stir in the peas and ham and cook for another 10 minutes 4. Mix the milk with the skimmed milk powder and then add to the soup along with the parmesan. 5. Blend the soup until smooth and then sieve to ensure all pea shells are removed. Seafood chowder • 1 tablespoon of olive oil • 1 medium onion, finely chopped • 1 tablespoon of plain flour • 2 small potatoes, peeled and finely chopped • 600ml fish or vegetable stock • 300ml full fat milk • ½ teaspoon of grated nutmeg • 170g salmon, chopped into small chunks • 150g cod, chopped into small chunks • 60ml single cream • 200g frozen prawns (thoroughly defrosted) 1. Heat the oil in a saucepan and add the onion. Cook for 5 minutes until soft, then add the flour and cook for a further 2 minutes. 2. Add the potatoes and stock and bring to the boil for a minute then turn down to a simmer and cook for around 15 minutes until the potatoes are soft. (continued over) 18 3. Add the milk and nutmeg with the salmon and cod and cook for 5 minutes. 4. Add the cream and prawns and simmer for 5 minutes until cooked through. 5. Blend the soup until smooth. Sweet potato and lentil soup • 3 tablespoon of olive oil • 1 large onion, finely chopped • 10g minced ginger (or ginger paste) • 10g minced garlic (or garlic paste) • 600g sweet potatoes, peeled and finely chopped • 200g dried red lentils • 400g tin of coconut milk • 800ml vegetable stock • 100ml double cream • 120g skimmed milk powder 1. Heat the oil in a saucepan then fry the onions, garlic and ginger for 5 minutes. 2. Rinse and drain the lentils. 3. Add the sweet potatoes, lentils, coconut milk and stock and simmer for 30 minutes until the potatoes are soft. 4. Mix together the cream and skimmed milk powder then add to the soup. 5. Blend until completely smooth (you may need to sieve the soup to ensure the lentils are completely blended). 19 Purée main meals 20 Salmon Mousse • 125g smoked salmon • 50g cream cheese • 25g crème fraiche • The juice of ½ a lemon 1. Place all of the ingredients in your blender and combine until smooth. 2. Season with salt and pepper to taste and serve. Storage: Refrigerate Fish Pie • 2 skinless and boneless white fish fillets (approximately 200g) • 2 skinless and boneless smoked haddock fillets (approximately 200g) • 400ml full fat milk • 50g butter • 3 heaped tablespoons of plain flour (50g) • A pinch of nutmeg 1. Put the fish in the frying pan and pour over the milk. 2. Bring the milk to the boil then reduce and simmer for 8 minutes. 3. Lift the fish onto a plate and strain the milk into a jug to cool. Flake the fish into large pieces in a baking dish. 4. Melt the butter in a pan, stir in the flour and cook for a minute over a moderate heat. Take off the heat then pour in a little of the milk from the jug and stir until blended. 5. Continue to add the milk gradually, mixing well until you have a smooth sauce. Season with nutmeg and pepper to taste. 6. Add to a blender with the fish and blend until smooth. 7. Layer in a small dish with creamy mashed potato on top (see recipe in side dishes section). 8. Heat the oven to 200°c and bake for 30 minutes. Storage: Refrigerate or freeze 21 Mediterranean inspired chicken & chorizo casserole chickpea - spinach - fresh basil This recipe is inspired by big Mediterranean flavours. The strong flavours from the chorizo flavour the whole dish and make it a pleasure to eat. The recipe will give a generous 4 - 6 portions though likely more for smaller appetites. • 100g diced chorizo • 200g diced chicken thigh • 1 onion, diced • 1 stick celery, diced • 1 carrot, diced • 1 tin of chick peas, drained • 2 tins chopped tomatoes • 200g baby spinach leaves, washed • Handful fresh basil • Juice of one lemon • Salt and pepper Gary’s 1. Start with a hot pan and colour the chorizo on all sides (no need for any oil) 2. Add the chicken and stir in - cook for a few minutes 3. Add the onion, carrot and celery - cook for about 5 more minutes over a gentle heat (lid on) 4. Add the tinned chickpeas and tomatoes - bring to the boil and simmer for 30 minutes, stirring occasionally 5. Add the baby spinach and fresh basil 6. Add salt and pepper and lemon 7. Blend until smooth 8. Enjoy 22 Mild red lentil & butternut squash curry coconut - lime - lemongrass This simple recipe is for a mild curry with Asian flavours. You can replace the squash with chicken if desired but I personally love a vegetarian curry and you get plenty of calories from the coconut milk and the red lentils. You can omit the chilli if wanting a milder version or add one or two extra in. Again, allows for 4 - 6 generous portions. • 1 butternut squash, diced • 1 onion, diced Gary’s • 4 cloves garlic, crushed • 1 inch fresh ginger, grated • 1 stick lemongrass, diced • 1 green chilli, de-seeded • Juice of two limes • Bunch fresh coriander • Teaspoon mild curry powder • Dash of fish sauce • Teaspoon turmeric • 200g red lentils • Two tablespoons soy sauce • Coconut oil for cooking 1. In a hot pan, heat the coconut oil and add the garlic, ginger, lemon grass and onions - sweat for a few minutes 2. Add the squash, chilli and curry powder - cooking for 5-10 minutes until starting to soften (keep lid on) 3. Add the coconut milk and bring to the boil - simmer for twenty mins 4. Meanwhile, boil the red lentils in 400ml water for five minutes with the turmeric (the water should evaporate whilst they cook) 6. Add the cooked lentils (drained) into the sauce 7. Add the lime juice, fish sauce and soy sauce 8. Blend until smooth 9. Enjoy 23 Vegetarian ‘Shepherd’s pie’ puy lentils - butter beans - root vegetables minted gravy Very fond of vegetarian food?..... I’ve included this recipe which works really well with the lentils replacing the meat. Plenty of flavour from the vegetables and served with buttery mash and additional gravy, it’s a real treat. • 200g puy lentils (cooked) • 1 onion, chopped • 1 stick celery, chopped • 1 carrot, chopped • 1/2 small swede, chopped • 4 cloves garlic, chopped • 1 tin butter beans, drained • Tablespoon tomato purée • Teaspoon dried mint • Teaspoon dried mixed herbs • Salt and pepper Gary’s 1. In a hot pan, sweat the onions with the dried herbs for a few minutes 2. Add the other vegetables and cook for a further ten minutes (lid on) 3. Add the tomato purée and red wine 4. Add the lentils and butter beans 5. Add the Worcester sauce and salt and pepper 6. Add the gravy 7. Simmer for 30 minutes 8. Blend until smooth adding a little extra water or gravy if necessary 9. Serve with the mash and extra gravy 24 Mash Ingredients • 40g potato, diced • 100g butter • Salt and pepper • Dash grated nutmeg (optional) • Teaspoon Dijon mustard 1. Bring the potatoes to the boil and simmer for 20 minutes until soft 2. Drain and beat with a whisk until smooth - avoid using the blender which will break down all the starch, causing loss of the natural texture we all love in a good mash. As long as it’s given a good beat with a sturdy whisk it will become smooth or you can use a ricer, putting through twice. 3. Add salt and pepper, butter and mustard Chef Gary’s Top Tips Invest in some reusable tubs. They are great for portioning and storing food when batch cooking. You can then prepare food ahead of time and freeze for when you need something that’s quick, healthy and nutritious. Purée down tinned rice pudding for a quick dessert that is packed full of calories. When the texture is one dimensional it’s so important to add flavour to keep you interested and looking forwards to mealtime. A little extra salt, sugar or lemon juice can go a long way. As long as you can purée them to a fine texture, add fresh herbs to any recipe to give dishes extra flavour. Basil is great with tomato based dishes and coriander pairs brilliantly with coconut or curried recipes. As you move forwards, by using the pulse on the blender, you can leave some texture in the dishes. All my recipes can of course be left ‘unblended’ if catering for other family members or friends. 25 Minced beef • ½ tbsp sunflower oil • 30g onion (finely chopped) • 30g carrots (finely chopped) • 100g minced beef (or substitute for Quorn mince) • 1 tablespoon of tomato purée • 200ml beef stock • 2 tablespoons of Worcestershire sauce 1. Heat the oil in a medium saucepan and soften the onions and carrots. 2. When soft, add the minced beef and cook until browned. Then add the tomato purée and Worcestershire sauce and fry for a few minutes. 3. Pour over the stock and then simmer for 30-40 minutes. 4. Place the mixture into a blender and blend until smooth. Serve into small portions. Ideal with mashed potato or purée vegetables (see sides section). Storage: Refrigerate or freeze Shepherds’ pie • 350g minced beef (or substitute for Quorn mince) • 2 tablespoons of olive oil • 1 small onion, chopped • 100g mushrooms (optional) • 2 medium carrots, peeled and chopped • 2 tablespoons of tomato purée • 350ml beef stock • 50g butter • 50g flour 1. Heat the olive oil in a pan and add the onions and soften. 2. Add the mince and brown through. (continued over) 26 3. Add the mushrooms and carrots. Cover with a lid and leave to cook on a medium heat, stirring regularly. 4. Make a roux sauce by melting the butter in a separate pan. Using a whisk add the flour and whisk well until combined. 5. Add the beef stock a little at a time to the roux, still mixing well to make a thick sauce. 6. Add this sauce with the tomato purée to the beef mixture and stir well. 7. Transfer to the blender and mix until smooth. 8. Place in a small dish and top with creamy mashed potato (see side dishes section). 9. Bake in the oven for 15-20 minutes until cooked through. Storage: Refrigerate or freeze Purée chicken • 100g of diced chicken breast • 1 small onion chopped • 100ml chicken stock • ½ a chopped leek • 1 tablespoon of chicken gravy granules • 1 teaspoon of oil 1. Heat the oil in a pan then add the onion, leek and chicken and cook through. 2. Add the chicken stock and simmer for 15 minutes. 3. When cooked, add the gravy granules then transfer to the blender and blend until smooth. Ideal to serve with creamy mashed potato. Storage: Refrigerate or freeze 27 Macaroni cheese • 3 tablespoons of butter • 350g of pasta (penne or spiral pasta) • 1 teaspoon garlic paste • 1 teaspoon mustard • 3 tablespoons plain flour • 500ml full fat milk • 250g cheddar cheese • 50g grated parmesan 1. Boil the pasta until cooked then drain and set aside. 2. Meanwhile melt 2 tablespoon of butter in a saucepan. 3. Add the garlic paste and English mustard and cook for 1 minute. 4. Stir in 3 tablespoons of plain flour and cook for 1 more minute. Gradually whisk in 500ml of the milk until you have a lump-free sauce. 5. Simmer for 5 minutes, whisking all the time until thickened. 6. Take off the heat and stir in the cheddar and parmesan. 7. Add the pasta then blend with the sauce until smooth. Add extra milk if you need to thin the mixture down. Storage: Refrigerate 28 Red lentil Dahl • 250g red lentils • 1 teaspoon turmeric • A pinch of salt • 2 tablespoons sunflower oil • 1 teaspoon cumin • 1 medium onion, finely chopped • 50ml cream 1. Put the lentils in a pan of 800ml of water and bring to the boil. 2. Add the turmeric and salt and simmer uncovered for 15 minutes. Stir occasionally until the lentils have broken down completely to a purée (the consistency of a smooth thick soup). 3. Heat the oil in a separate pan and add the onion. Cook for 5 -10 minutes until soft. 4. Add the onion, cumin and cream to the lentils then blend until smooth. Storage: Refrigerate or freeze 29 Purée side dishes 30 Creamy mashed potato • 6 medium potatoes, peeled and chopped into chunks • 60g butter • 100ml double cream 1. Place the potatoes in a pan and cover with cold water 2. Bring to the boil then cover with a lid and reduce to a simmer for 20 minutes until the potatoes are soft. 3. Drain the remaining water, add the cream and butter and gently heat. 4. Mash the potatoes or beat. Storage: Refrigerate or freeze Hint: Try adding cream cheese or mustard to give extra flavour Cauliflower cheese • 150g cauliflower florets • 1 level tablespoon of cornflour • 2 tablespoons of full fat butter or olive oil spread • 150ml full fat milk • 30g cheddar cheese, finely grated 1. Wash the cauliflower then steam for 8-10 minutes until soft. 2. To make the sauce combine the flour, butter and milk in your blender. 3. Transfer into a microwaveable container and microwave for 45 seconds then stir through. 4. Microwave for another 15-30 seconds until the sauce starts to thicken then stir in the grated cheese. 5. Combine the cauliflower and sauce in the blender until smooth. Add additional milk if required. Storage: Refrigerate or freeze 31 Sweet potato and carrot purée • 250g carrots, chopped • 250g sweet potato, chopped • 1 tablespoon of garlic purée • 25g butter 1. Put the sweet potato and carrots into a pan of boiling salted water and cook for around 15 minutes until soft. 2. Drain the vegetables then stir through the garlic purée and butter. 3. Blend until smooth. Storage: Refrigerate or freeze Hint: You could also try adding 100g parsnip Butternut squash purée with ginger • 1 butternut squash, halved lengthways and deseeded • Olive oil • 4cm piece of fresh root ginger, peeled and finely grated • 3 tablespoons of butter • 2 tablespoons of double cream or crème fraiche • Nutmeg (optional) 1. Preheat the oven to 200°c 2. Rub a little olive oil into the cut side of the butternut squash then roast in the oven on a baking sheet for around 45 minutes or until soft. 3. Scoop out the flesh with a spoon and set aside (discard the skin) 4. In a pan melt 2 tablespoons of butter and add the ginger and cook for 5 minutes. 5. Place the cooked squash and ginger in the blender and blend thoroughly until smooth. 6. Return to the pan and add the remaining butter and nutmeg if you are using this. Stir through the cream or crème fraiche. Storage: Refrigerate or freeze 32 Purée ratatouille • 50g aubergine • 50g courgette • 40g red or yellow pepper • 2 tablespoons of olive oil • 200g passata • 1 small onion, finely chopped • 30g mushrooms • ½ garlic clove peeled and crushed • 1 tablespoon of red wine vinegar • 50ml single cream (optional) 1. Heat the oil in a casserole dish or saucepan and cook the onions and garlic on a low heat for 10 minutes until soft with the lid on. 2. Add the peppers, aubergine and courgettes. Season with salt and pepper and cook for a further 20 minutes with the lid on. 3. Pour in the passata and red wine vinegar and cook for another 5 minutes without the lid 4. Transfer to your blender and blend until smooth. Stir through the single cream to add additional calories before serving Storage: Refrigerate or freeze 3333 Purée desserts & snacks 34 Banana dessert • 1 medium banana, peeled and sliced • 10g ground almonds • 1 teaspoon maple syrup • 2 tablespoons double cream • 20g skimmed milk powder • 1 teaspoon vanilla extract 1. Freeze the banana slice for at least 2 hours 2. Blend the frozen banana, almonds, maple syrup, cream, skimmed milk powder and vanilla extract into a creamy smooth texture. Add some extra milk if it is difficult to blend Storage: Refrigerate or freeze Rice pudding • 120g pudding rice • 700ml full fat milk • 50g sugar (or swap for sweetener) • 200ml cream • 1 teaspoon of vanilla extract • ½ teaspoon of ground cinnamon • 75g ground almonds • A pinch of salt • 100g skimmed milk powder 1. Blanch the rice in a pan of boiling water for 3 minutes 2. In another pot mix 600ml of milk with the sugar, cream, vanilla extract, cinnamon and salt and bring to the boil 3. Add the blanched rice and ground almonds and simmer for 30 minutes, stirring occasionally 4. Combine with the remaining 100ml of milk and skimmed milk powder 5. Blend until completely smooth and then serve into small portions Storage: Refrigerate 35 Vanilla custard • 1 pint of full fat milk • 55ml single cream • 1 vanilla pod or ¼ teaspoon of vanilla extract • 4 egg yolks • 30g caster sugar • 2 level teaspoons of cornflour 1. Bring the milk, cream and vanilla to simmering point gradually over a low heat. 2. Remove the vanilla pod if used. 3. Whish the egg yolks, sugar and cornflour together in a bowl until well blended. 4. Pour the hot milk and cream mixture into the egg mixture, whisking all the time with a balloon whisk. 5. Return to the pan and stir over a low heat until thickened. Storage: Refrigerate Spiced pear (ideal with the vanilla custard) • 2 pears, peeled, cored and cut into small chunks • A small pinch of cinnamon • A splash of full fat milk 1. Steam the pear for 8-10 minutes until tender. 2. Transfer to the blender and add a splash of milk and cinnamon and blend until smooth. 3. Can be frozen into ice cube trays. Storage: Refrigerate 36 Lemon mousse • 150g lemon curd • Zest of ½ a lemon • 150ml of double whipping cream 1. Put two-thirds of the lemon curd in a large bowl with the zest and cream. 2. Beat with an electric whisk until it holds its shape. 3. Dribble over the rest of the lemon curd, marbling the curd as you add it. 4. Transfer into small pots or glasses. Cover with clingfilm and freeze for 30-40 minutes until set. Storage: Refrigerate 37 Drinks and supplement recipes 38 Nourishing malt drink • 150ml full fat milk • 1 heaped tablespoon milk powder • 3 teaspoons of malted drink powder such as Ovaltine or Horlicks • 2 tablespoons cream Nourishing coffee • 150ml full fat milk • 1 heaped tablespoon milk powder • 1 teaspoon coffee powder • 2 tablespoons of cream Chocolate mocha pots • 1 teaspoon of coffee granules dissolved in a splash of boiling water • 25g butter • 100ml of chocolate Fortisip • 200g plain chocolate broken into chunks • 50g Muscovado sugar (or swap for sweetner) 1. Place all of the ingredients in a small pan and stir gently over a low heat until it has fully melted 2. Pour into small espresso size cups and allow to cool 3. Transfer to the fridge to set Cappuccino • 1 sachet of instant cappuccino mix • 110ml of hot water • 1 bottle of neutral of mocha flavoured Fortisip 1. Put the water, cappuccino mix and Fortisip in a saucepan. Mix well and heat gently until at serving temperature Fortisip milk jelly • 1 packet of blackcurrant or raspberry jelly • 400ml of Strawberry Fortisip • 100ml boiling water 1. Cut the jelly into cubes and place in a bowl 2. Add the boiling water and stir until the jelly is dissolved 3. When cooled slightly, add the Fortisip 4. Mix thoroughly and transfer to small containers and leave in the fridge to set What is Fortisip? You will initially be prescribed high calorie supplement drinks such as Fortisip Compact Protein. This will help you to maximise your nutritional intake. They are available in 8 flavours through your GP: vanilla, strawberry, banana, mocha, peach/mango, berries, neutral, and hot tropical ginger. They can also be frozen into ice cube trays or ice lolly moulds. 3399 soft & bite sized diet 40 What is a soft and bite sized diet? • A soft diet should be of fork-mashable consistency and require some chewing. • Avoid crunchy, sharp foods with skins and doughy foods such as bread. • Continue to aim for small regular meals and snacks over the day. Suggested soft and bite size meal plan Breakfast 8.00am Drink Mid-morning snack 10.00 -10.30am Drink Lunch 12.00 -1.00pm Drink Mid-afternoon snack 2.30 - 3.00pm Drink Dinner 5.00 - 6.00pm Drink Dessert/ Evening Snack 7.00 - 8.00pm Overnight oats Fortified cappuccino Pancakes and crème fraiche Supplement drink Salmon fish cakes Glass of fortified milk Flapjack Supplement drink Beef casserole with pepper mash Nourishing malt drink Tiramisu 41 Soft & bite sized breakfast recipes 42 No-bread eggs benedict • 1 ripe avocado, destoned • 2 slices of ham or smoked salmon • 2 eggs • 2 tablespoons mayonnaise • 1 teaspoon mustard • 2 teaspoons white wine vinegar 1. Bring a saucepan of water to the boil 2. Scoop the avocado flesh into a bowl and season with salt and pepper. Mash with the back of a fork and leave to one side 3. Once the water is boiling carefully crack in the eggs and poach at a gentle simmer for about 4 minutes until the yolk is still runny 4. While the eggs are poaching make the hollandaise sauce. Whisk together the mayonnaise, mustard and vinegar with 3 tablespoons of warm water 5. Once cooked layer the ham or salmon with the mashed avocado then top with poached eggs and spoon over the sauce Storage: Refrigerate Overnight Oats • 120g rolled oats • 120ml full fat Greek yogurt • 220ml full fat milk • ½ tablespoon honey or maple syrup (or sweetener) • 1 teaspoon vanilla extract To make ‘coconut latte’ overnight oats substitute full fat milk for 170ml coconut milk, do not use vanilla extract and instead add: • ½ teaspoon ground cinnamon • 60ml brewed coffee 1. Place all of the ingredients into a large glass container and mix well 2. Put the top on the container & refrigerate for at least 2 hrs or overnight Storage: Refrigerate 43 Potato waffles You will require a waffle iron • 300g peeled potatoes, chopped • 2 tablespoons butter • 1 onion, finely chopped or grated • 1 garlic clove finely chopped • 30g plain flour • 2 eggs 1. Boil the potatoes in a pan of water for around 15 minutes or until soft 2. Meanwhile melt the butter in a pan over a medium heat. Add the onion and garlic and cook until soft 3. Preheat the waffle iron according to the manufacturer’s instructions 4. Drain the potatoes when cook then combine with the onion mixture, flour, eggs and season with salt and pepper. Mix in a large bowl until well blended 5. Scoop the batter into the waffle iron and cook until golden brown Storage: Refrigerate Hint- Ideal to serve with scrambled egg, ham, mushrooms or a combination of toppings 44 Pancakes with banana and crème fraiche • 55g plain flour • 1 egg • 100ml full fat milk • 25g butter • 1 banana • Crème fraiche • Handful of raspberries or blackberries (optional) 1. Sift the flour with a pinch of salt into a large mixing bowl 2. Make a well in the centre of the flour and break in the egg 3. Whisk together and gradually add the milk until a smooth consistency 4. Melt 25g butter in a pan and add half of this to the batter mix and whisk in 5. Get the pan very hot with the remaining butter, then turn down to a medium heat 6. Add about 2 tablespoons of batter to the ban and tilt the pan to completely cover in the batter and thin 7. Cook the pancake on each side until golden but not too crispy 8. To make the fruit purée spoon the berries into a sieve and push through to remove any pips. Serve with crème fraiche Storage: Refrigerate 45 Soft & bite sized main meals 46 Salmon fish cakes • 4 medium potatoes, peeled and chopped into small pieces • 350g skinless and boneless salmon, flaked • Zest of 1 lemon • 1 tablespoon plain flour • 15g fresh chives, finely chopped • 1 medium egg • 30g grated parmesan • 2 tablespoon olive oil 1. Preheat the oven to 180°c 2. Put the potato pieces in a pot of boiling water and cook for 10-15 minutes until soft 3. Drain and mash the potato and allow to cool 4. Add the flaked salmon, lemon zest, flour, chives, egg and parmesan to a large bowl 5. Mix with the mashed potato until well combined 6. Divide the mixture into 8 cakes and shape 7. Place on a baking tray and brush with olive oil 8. Cover with tin foil and bake for 10-15 minutes until cooked through Storage: Refrigerate or freeze Smoked fish chowder • 450g smoked haddock fillet • 170g carrots, peeled and • 60g butter finely chopped • 1 onion, finely chopped • 150ml single cream • 2 tablespoons plain flour • 230g potatoes, peeled and finely chopped 1. Boil 1 litre of water in a saucepan then reduce to a simmer and cook the haddock for about 10 minutes until tender. (continued overleaf) 47 2. Drain the haddock and keep the water to use as stock later 3. Flake the haddock removing any skin and bones 4. Heat the butter in a pan and add the onion and cook until soft 5. Stir in the flour and cook for a minute then gradually add the water back as stock. Bring to the boil stirring constantly 6. Add the potatoes and carrots and simmer for 10 -15 minutes until tender 7. Stir in the flaked fish and cream. Season and serve Storage: Refrigerate Salmon curry • 1 tablespoon olive oil • 1 small onion, sliced • 2 garlic cloves, crushed • ¼ chilli, deseeded and sliced finely • 1 teaspoon milk curry powder (or medium if preferred) • 1 tin salmon or approximtely 200g fresh salmon fillet • 1 spring onion, chopped • 2 tablespoons tomato purée • Boiled brown rice 1. Heat the oil in a pan over a medium heat. Add the onion and garlic and cook until soft 2. Add the chilli and cook for another minute 3. Add 5 tablespoons of water and stir then turn down the heat to a simmer for 5 minutes until the water evaporates 4. Add the tin of salmon, spring onion, tomato purée and salt and pepper 5. Simmer until cooked and soft then serve with a small amount of cooked rice Storage: Refrigerate or freeze 48 Pesto chicken • 1 tablespoon olive oil • 2 small chicken breast fillets, sliced • 1 garlic clove, crushed • 1 tablespoon green or red pesto • 200ml crème fraiche • 10 cherry tomatoes • Boiled rice or pasta 1. Heat the olive oil over a medium heat. Add the chicken and cook for 405 minutes until brown on all sides 2. Immerse the cherry tomatoes in boiling water for a few seconds then carefully remove and peel off the skin 3. Add the onion, garlic, pesto and peeled tomatoes. Cook for 5 -10 minutes stirring continuously 4. Ensure the chicken is tender and fully cooked then stir in the crème fraiche 5. Serve with cooked rice or pasta Storage: Refrigerate 49 Beef and Swede Casserole • 2 tablespoons olive oil • 2 onions, finely chopped • ½ celery stick, sliced finely • 500g diced braising beef • 700ml beef stock • 500g swede, peeled and diced • 300g potatoes, diced • 3 thyme sprigs • 1 bay leaf • Mashed potato to serve 1. Heat the oil in a saucepan or casserole dish 2. Fry the onions and celery for a few minutes until turning brown 3. Add the beef and brown all over for 3-4 minutes 4. Add the stock, swede, potatoes, thyme and bay leaf. Bring to the boil then reduce the heat 5. Simmer for an hour or transfer to a slow cooker if preferred 6. Cook until the beef is tender then remove the thyme and bay leaf before serving Storage: Refrigerate or freeze Moussaka • 500g potatoes, peeled • 3 tablespoons olive oil • 1 red onion, sliced finely • 500g lamb mince • 2 garlic cloves, crushed • 1 teaspoon mixed spice • 500g carton of passata • 2 aubergines, sliced finely • 300ml crème fraiche • 150g grated cheddar 1. Boil the potatoes whole for 20 minutes until soft then drain and allow to cool 2. In another pan add 2 tablespoons of olive oil and fry the onion until softened 3. Add the lamb and fry for 5 minutes until cooked 4. Add the garlic, mixed spice and passata & bring to a simmer 5. Heat the oven to 200°c 6. Warm a new pan over a high heat and add a little oil. Cook the aubergines on each side 7. Once cool slice the potatoes into thick slices 8. In an ovenproof dish layer the potatoes, then aubergines, then a layer of lamb mince mixture and repeat until all of the ingredients are used, ensuring an aubergine layer is on top 9. Spread the crème fraiche over the top and sprinkle with cheddar 10. Bake in the oven for 10 minutes or until the top is golden Storage: Refrigerate or freeze 50 51 Vegetarian lasagne • 1 red pepper, deseeded and cut into chunks • 2 courgettes, sliced • 1 small aubergine • 2 garlic cloves • 1 red onion, finely chopped • Olive oil • 250g Quorn mince • 1 tablespoon Worcestershire sauce • 1 tin tomatoes • 1 teaspoon oregano • 450ml full fat milk • 25g butter • 40g plain flour • 70g cheddar • 30g parmesan • 120g lasagne sheets 1. Heat the oven to 220°c 2. Put the peppers, courgettes, aubergines, half the garlic and half the onion into a roasting tin. Season and drizzle with olive oil then roast for around 30 minutes until tender 3. Heat 2 tablespoons of olive oil in a pan and add the remaining onion and garlic and fry for a few minutes until soft. Add the Quorn mince, Worcestershire sauce, tomatoes and oregano and simmer for 5 minutes 4. In a separate pan put the milk, butter, flour and seasoning. Heat and whisk until thickened and smooth. Stir in the cheddar and parmesan 5. Layer the Quorn mince mix, roasted vegetables, lasagne sheets and cheese sauce alternately in an ovenproof dish 6. Cook for around 40 minutes at 200°c until golden Storage: Refrigerate or freeze 52 Swedish meatballs • 250g mince beef • 1 garlic clove, chopped • ½ onion, finely chopped • ½ egg • 2 tablespoons chopped fresh parsley • Olive oil • 1 tablespoon butter • 20g plain flour • 250ml beef stock • 120ml cream • 1 teaspoon Worcestershire sauce • Pasta (tagliatelle or penne) 1. To make the meatballs mix together the beef, garlic, onion, egg and parsley in a bowl. If the mixture is very thick add a little more egg 2. Using a tablespoon roll out meatballs from the mixture 3. Heat oil in a pan over a medium heat and add the meatballs and cook for about 10 minutes until browned, turning occasionally. 4. Remove the meatballs and leave to cool on a paper towel 5. To make the sauce melt the butter in a pan and whisk in the flour until golden brown. Slowly whisk in the beef stock and cook until thickened 6. Add the cream, Worcestershire sauce and season with salt and pepper. 7. Add the meatballs and coat in the sauce then sprinkle with parsley. 8. Boil the pasta in water until soft then serve with the meatballs Storage: Refrigerate or freeze 53 Soft & bite sized side dishes 54 Spinach mash • 500g potatoes, peeled and chopped • 100g spinach • 60ml single cream • 20g butter 1. Boil the potatoes in a pan of water until soft 2. In a separate pan steam the spinach leaves until wilted. When cool squeeze out excess liquid 3. Blend the spinach with the butter until almost smooth 4. Mash the potato in a large bowl then stir in the spinach purée and cream Storage: Refrigerate or freeze Pepper mash • 1 red pepper, quartered with seeds removed • 500g potatoes, peeled and chopped • 60ml single cream • 20g butter 1. Roast the pepper under a hot grill, skin side up until it blackens. 2. Leave to cool then peel the skin from the pepper then blend until smooth 3. Meanwhile boil the potatoes in a pan of water until soft 4. Mash the potato in a bowl then stir in the butter, cream and pepper purée Storage: Refrigerate or freeze Hint: You could use the purée side dish recipes within this book and mash with a fork rather than blend completely 55 Soft & bite sized desserts & snacks 56 Hummus and butter biscuits For the biscuits: For the hummus: • 160g plain flour (whole wheat or white) • 1 tablespoon sugar • Pinch of salt • 80ml water • 4 tablespoons unsalted butter • 1 400g tin of chickpeas • 1 small clove of garlic • 1 tablespoon tahini • 1 lemon • Olive oil 1. Preheat the oven to 200°c 2. Line a baking sheet with parchment paper 3. Put the flour, sugar and salt in a food processor 4. Add the butter and blend until the butter is fully incorporated 5. With the mixer still running, add the water and blend until it forms a smooth dough 6. Once smooth remove the dough from the blender and divide into 4 equal pieces 7. Lightly flour the work surface then roll each dough piece into a large triangle, turning frequently to stop it sticking to the surface 8. Use a pizza cutter or knife to cut into approximately 3cm squares. 9. Place onto the baking sheet and cook until lightly browned for about 10 minutes 10. To make the hummus; drain the chickpeas and add to the blender. Peel and add the garlic and tahini with a good squeeze of lemon juice and 1 tablespoon of olive oil 11. Season with a pinch of salt and blend until smooth. Add extra lemon juice or a splash of water if needed Storage: Refrigerate hummus, store biscuits in an airtight container 57 Tiramisu • 600ml double cream • 175g pack sponge fingers • 250g mascarpone (full-fat) • 25g dark chocolate • 5 tablespoons golden caster sugar • 2 teaspoons cocoa powder • 300ml strong coffee (2 tablespoons coffee granules in 300ml boiling water) 1. Put the double cream, mascarpone and caster sugar in a large bowl and whisk until completely combined 2. Pour the coffee into a shallow bowl and dip in the sponge fingers a few at a time for a few seconds until nicely soaked but not too soggy 3. Grate the dark chocolate coarsely 4. In a large dish form alternating layers of sponge fingers, then a layer of cream mixture and topped with chocolate and cocoa powder. Repeat until all the ingredients have been used up Storage: Refrigerate for up to 2 days Flapjacks • 115g rolled oats • 55g butter • 200g no added sugar, seedless Jam (try fig, apple or pomegranate) • Dark chocolate for drizzling 1. Heat the oven to 180°c 2. Melt the butter and jam in a large pan over a gentle heat 3. Add the oats and stir until well combined 4. Press into a greased square tin or cake tin 5. Bake in the oven for 25-30 minutes until brown 6. Melt some dark chocolate and drizzle over the flapjack to serve 7. Once cool cut into small pieces 58 Apple sponge pudding • 2 large cooking apples, peeled and cored • 85g caster sugar (or swap for sweetener) • 3 tablespoons cold water • ½ egg • Finely grated zest and juice • 1 teaspoon baking powder of 1 lemon • 65g plain flour 1. Quarter the apples and place in a saucepan with
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Following a soft food diet after a gastrectomy or oesophagectomy - patient information

Description: Your doctors have recommended that you follow a soft food diet after having your gastrectomy or oesophagectomy operation.
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Engaging for increased research participation - full report

Description: Engaging for increased research participation Public and healthcare professionals' perceptions For further information contact: Chris Stock Head of R&D communications and strategy University Hospital Southampton NHS Foundation Trust T: 07795506319 / E: christopher.stock@uhs.nhs.uk Ben Hickman Research director Alterline Research T: 01616050862 / E: ben.hickman@alterline.co.uk This report presents independent research funded in part by the National Institute for Health Research (NIHR) Clinical Research Network: Wessex. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. Contents 1. Executive summary 1.1. Headline findings and recommendations 1.1.1.People are positive about research and participation 1.1.2. The critical conversations are not happening 1.1.3 Healthcare professionals perceive major barriers to involvement 1.1.4 The public need information, of immediate relevance to their health 1.1.5 Time and fitting participation into life is a concern 2. Introduction and Methodology 2.1. Introduction 2.2. Key objectives 2.3. This report 2.4. Method 3. Review of the literature 3.1. General background 3.2. Why do people take part in clinical research? 3.3. What stops people from taking part in clinical research? 3.4. Why do people take part, or not take part, in related activities? 3.5. Summary 4. Likelihood to participate in clinical research 4.1. The public view clinical research as important 4.1.1. Demographic Differences 4.2. Few people have been asked to take part in clinical research 4.3. Likelihood to participate 4.3.1. Demographic differences 4.4. Likelihood to participate in various types of research 5. Motivations for taking part 5.1. Why do other people take part in clinical research? 5.2. What would motivate you to take part? 5.2.1. Demographic differences 5.3. Exploring motivations in more depth 6. Barriers to taking part 6.1. Why don't other people take part? 6.2. What stops you from taking part? 6.2.1. Demographic differences 6.3. Exploring barriers in more depth 6.4. What do people mean by the `risks' involved? 6.5. How are people forming opinions about risk? 6.6. What might reassure people? 7. The experience of taking part in clinical research 7.1.What motivated people to take part? 7.2. Would people recommend the experience? 7.3. Why would people recommend the experience? 7.4. Why would people not recommend the experience? 7.5. Knowing someone who has taken part 7.6. Why would people be more likely to take part, knowing someone who has? 7.7. Why would people be less likely to take part, having known someone who has? 4 4 4 4 4 4 5 6 6 6 7 7 8 8 9 9 10 11 12 12 12 14 15 15 16 18 18 18 19 19 22 22 22 24 24 26 27 28 29 29 29 29 31 31 31 32 Engaging for increased research participation ? key findings and recommendations 2 8. Knowledge and information 8.1. Level of understanding of clinical research 8.1.1. Demographic differences 8.2. Seeking information 8.3. What information would you need? 8.4. Media coverage 9. Healthcare professionals' perceptions of clinical research 9.1. What do healthcare professionals think of clinical research? 9.2. Who do they think are getting involved in research? 10. Motivations for getting involved in clinical research 10.1. What motivates healthcare professionals to get involved? 11. Barriers to getting involved in clinical research 11.1. What stops healthcare professionals from getting involved? 12. Research opportunities 12.1. Approaching healthcare professionals 12.2. Why are healthcare professionals approaching patients? 12.3. Why are healthcare professionals not approaching patients? 13. Availability of information 13.1. Awareness of clinical research 13.2. Finding information about clinical research 14. The future 14.1.What would make you more likely to get involved in research in the future? 14.2.What would make you more likely to get speak to patients the future? 15. Conclusions and recommendations 15.1. People are positive about research and participation 15.2. The critical conversations are not happening 15.2.1. Recommendation 1 15.3. Healthcare professionals perceive major barriers to involvement 15.3.1. Recommendation 2 15.4. The public need information, of immediate relevance to their health 15.4.1. Recommendation 3 15.5.Time and fitting participation into life is a concern 15.5.1. Recommendation 4 Appendix 1 ? Public survey demographics 33 33 33 34 34 35 37 37 38 39 39 41 41 43 43 44 44 45 45 46 47 47 48 49 49 49 49 49 49 50 50 50 51 52 Engaging for increased research participation ? key findings and recommendations 3 1. Executive summary See section 15 for summary findings and specific recommendations for increasing clinical research participation. 1.1.1 People are positive about research and participation The Wessex population views research in the NHS positively and a large proportion are open to participating: 90% of respondents think that it is important for the NHS to support research into new treatments, whilst 47% think it likely they would be willing to participate in clinical trials in the future. Those that have participated have positive perceptions, and they will likely have a significant influence on others' future participation: 80% of people who have taken part in clinical research would recommend taking part to a friend or family member, whilst around half (44%) of people who know someone who has taken part in clinical research said that they are more likely to participate now because of their experience. 1.1.2 The critical conversations are not happening Only 15% have had clinical research discussed with them by a healthcare professional in their lifetime, whilst only 5% of those who have seen healthcare professional in the last 12 months had clinical research discussed with them. Recommendation 1: Communications supporting participation in interventional trials should be focussed on enabling effective clinical conversations, with a reduced emphasis on broad public awareness approaches. 1.1.3 Healthcare professionals perceive major barriers to involvement The healthcare professionals interviewed were broadly positive about research; however they cite workload, time and lack of local trial information as constraints on discussion of research with patients. Better trial information was also identified as something that would increase the likelihood of discussing trial options with patients. Clinicians self-segregate themselves into `researchers' (an academically orientated minority) and `practitioners', with the latter positive about the benefits of clinical research and open to research referrals/facilitation but unlikely to have direct involvement in, or lead their own, research. Direct involvement in research by clinicians is limited by lack of programmed/sanctioned time within work plans, perceptions of excessive bureaucracy and lack of support. Recommendation 2: Local Clinical Research Networks, local research infrastructure and Trusts' senior leadership should support NHS clinicians' engagement with local clinical trials, and to explore management and education interventions to make communication with patients about trials a routine part of all NHS consultations. 1.1.4 The public need information, of immediate relevance to their health Public participation motivations centred on potential benefits to one's own health or that of close friends and family, whilst perceived risk of harm and receiving the `unknown' alongside concerns over time commitments and time off work were the biggest barriers to participation. Only 9% of respondents reported that they felt they understood clinical research very well, with this group the least likely to agree that risk was a significant barrier to participation. Generic online searches, condition-specific online sources of information and healthcare professionals were the primary sources of information, with a high degree of trust in the information provided by professionals. Recommendation 3: Public communications and engagement should have a greater emphasis on informing and empowering people at the point of care or enquiry, to enable discussion of trials with clinicians. Engaging for increased research participation ? key findings and recommendations 4 1.1.5 Time and fitting participation into life is a concern Concerns over time commitments needed to participate in studies, including taking time out of work and fitting such activity into daily/family life were significant barriers to participation. Recommendation 4: Changes to clinical research delivery to improve convenience and flexibility for participants, alongside interventions that lower the practical threshold to participation should be investigated and evaluated. Engaging for increased research participation ? key findings and recommendations 5 2. Introduction and Methodology 2.1 Introduction The partnership between University Hospital Southampton NHS Foundation Trust (UHS) and the University of Southampton enables clinical-academics to perform clinical research through quality assured support, facilities and resources embedded at the heart of a major teaching hospital trust. This partnership hosts, and participates in the National Institute for Health Research Clinical Research Network Wessex (NIHR CRN:Wessex), one of 15 regional CRNs that coordinate and support clinical trial activity across the UK on behalf of the NIHR. Participation in clinical research by the public, patients and clinicians is essential to advancing medicine and care, and access to such trials is a right conferred to patients under the NHS constitution1. Because of this, recruitment to trials is the primary measure by which NIHR manages performance of CRNs and their member organisations. Rapid, complete recruitment to open trials remains challenging for Trusts and CRNs nationwide, indicating a significant issue relating to public and patient engagement with trial treatment options and research participation. Against this background UHS, with match-funding from NIHR CRN:Wessex, commissioned Alterline Research Ltd. to conduct a programme of market research to better understand the perceptions, motivations and barriers to participation in clinical research across the region. This research is intended to inform more effective communication and engagement aimed at increasing participation, primarily focussed on interventional clinical research. 2.2 Key objectives The research was conducted with three audiences: ? The public (18 years and older across all demographics and geographies) ? Primary care professionals including GPs and community nurses across the region. ? Hospital clinical staff including consultants, nurses, midwives and allied health professionals across the region's trusts. The research outputs are intended to provide an evidence base to help: ? ? ? ? Shape and inform effective engagement strategies with these audiences Build an evaluation framework against which engagement can be assessed and developed for greater efficacy Ensure coherence and commonality in engagement approaches and messages across Wessex Provide a reference point and baseline data for long-term tracking and evaluation. 2.3 This report This report details findings of the research with the public and healthcare professionals, exploring their attitudes towards clinical research, their likelihood to participate and the drivers and barriers to increasing participation and recommending actions for increasing research participation. > > > 1 NHS Constitution, 2013 http://www.nhs.uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Documents/2013/the-nhs-constitution-forengland-2013.pdf Engaging for increased research participation ? key findings and recommendations 6 2.4 Method Review of literature and pilot A review of the existing literature was conducted to help inform the design of research materials including the quantitative and qualitative questionnaires. Quantitative questionnaire development A questionnaire comprising predominantly closed questions and a small number of open-ends was developed in partnership with the Trust. Quantitative public survey by telephone In total 1101 interviews were completed by telephone using specialist computer assisted telephone interviewing (CATI) software and an automated dialler system. The interview sample for the telephone survey was sourced from a specialist data provider using relevant postcodes. In order to ensure a representative survey sample of the Wessex population interview completions were monitored by key demographics such as gender, age and location. See appendix one for details of the demographic sample. Public depth survey Following the quantitative survey, key emerging themes were used develop a qualitative, in-depth survey which was administered by telephone. In total, 30 people took part in in-depth interviews including a mix of men and women, different ages and geographies. Clinician depth survey To explore perceptions, motivations and barriers of clinicians, an in-depth survey was designed and administered by telephone. In total, 25 healthcare professionals took part in the survey, including 6 GPs, 10 nurses, and 9 hospital consultants. Analysis The quantitative survey data was exported to SPSS (Statistical Packages for Social Sciences) where it was quality checked. Frequencies and cross-tabulations exploring differences between respondents were produced and key questions were charted and included in this report. Demographic differences have been included in this report following the application of tests of statistical significance. Open-ended data was themed, with key verbatim quotes pulled out and included in the report. The in-depth interviews were audio recorded and transcriptions were made. Key themes were identified from the focus group transcripts and representative verbatim quotes have been pulled out and included in the report. Engaging for increased research participation ? key findings and recommendations 7 3. Review of the literature 3.1 General background Clinical research is central to advancing medicine, developing and evaluating medications, treatments, and practices. The purpose of this review is to examine perceptions of clinical research, willingness to participate and motivations and barriers to taking part. As the research in the area is limited, it will also look at motivations and barriers to taking part in related, voluntary activities (i.e. giving blood and organ donation) in order to identify any commonalities. Generally, reports in the literature show support for clinical research to be high. The Wellcome Trust notes that 95% of adults and 93% of 13-18 year olds think that medical research should be supported2. Further 88% of those surveyed by the National Institutes of Health3 in the USA think that clinical trials are important for advancing knowledge about treating disease. A 2011 UK national survey of 990 adults by IPSOS-MORI, commissioned by the Association of Medical Research Charities, reported similarly strong public support for research with 97% believing the NHS should support research into new treatments, whilst 93% wanted their local NHS to be encouraged or required to support research. These figures are corroborated by a 2014 national survey of 3,000 adults commissioned by the National Institute for Health research, indicating that 95% of people said it was important to them that the NHS carries out clinical research4.5. Reported willingness to participate in research is also strong. In a monitor of people's views on science and research, 60% said they would be willing to take part in clinical trials6. 72% of those polled in the 2011 AMRC survey would want to be offered opportunities to be involved in trials of new medicines or treatments if they suffered from a health condition that affects their day-to-day life; 80% would consider allowing a researcher confidential access to their medical records, and 88% would be happy to be asked to talk to researchers about their family history or give a sample of their blood for laboratory testing. 89% of people surveyed in the 2014 NIHR national survey would be willing to take part in clinical research if they were diagnosed with a medical condition or disease, with only 3% saying they would not consider it at all5. Comis et al7 report that, in relation to cancer trials, 32% of adults would be willing to take part and 38% would potentially be interested, but would hold some reservations. Further, willingness to participate is not static and much depends on the nature of the trial. For example, 74% of people would be willing to allow access to their medical records, whereas only 30% would be willing to test a new drug2. These figures showing positive perception and willingness to participate are however in stark contrast to reported and actual participation rates. In two monitors by the Wellcome Trust, lifetime participation varied from 10%6 to 23%2, whilst a further 10% of people have a family member who has taken part6. These findings support National Institute for Health Research official figures indicating that annual recruitment to clinical trials in the English NHS stands at 0.94% of the English population (2013-14 figures)8, with CRN Wessex reporting recruitment of 1.15% of the regional population in the same period9. > > > Butt, S., Clery, E., Abeywardana, V., Phillips, M. (National Centre for Social Research). Wellcome Trust Monitor 1. London: Wellcome Trust; 2010 National Institutes of Health, National Cancer Institute. (1997). Results from Quarterly Omnibus Survey: Clinical Trials Questions-April 22, 1997. Bethesda: National Cancer Institute. 4 IPSOS-MORI / Association of Medical research Cahrities J11-02572 Public support for research in the NHS, http://www.ipsos-mori.com/ researchpublications/researcharchive/2811/Public-support-for-research-in-the-NHS.aspx 5 National Institute for Health Research, 2014, http://www.crn.nihr.ac.uk/blog/news/nine-out-of-ten-people-would-be-willing-to-take-part-inclinical-research/ 6 Clemence, M., Gilby, N., Shah, J., Swiecicka, J., Warren, D. (2013). Wellcome Trust Monitor Wave 2: Tracking public views on science, biomedical research and science education. London: Wellcome Trust. 7 Comis, R.L., Miller, J.D., Aldige, C.R., Krebs, L. and Stoval, E. (2003). Attitudes toward participation in cancer clinical trials. Journal of Clinical Oncology. 21: 830-835. 2 3 Engaging for increased research participation ? key findings and recommendations 8 3.2 Why do people take part in clinical research? By far, the most reported reason for taking part in clinical research in the literature was a sense of altruism and helping others. Mattson et al10, found that 65% of participants took part for altruistic reasons. Rosenbaum et al11 noted that 46% of people who participated in clinical research reported altruism as the reasons for doing so. Of those people, just under half (45%) provided an altruistic reason as their only motivation. Those who gave altruistic reasons were more likely to have higher levels of social support, have a college education, and were less likely to say they had a disability. Specifically in cancer trials, altruism is often reported as a reason for taking part12. Jenkins et al13 report that 23% of those who consented to take part in clinical research did so because others would benefit from their participation. Many people also said that they took part because of healthcare professionals. Some report that this was because of a recommendation from their doctor3 and others report that it was through the doctor's influence that they decided to take part14. Jenkins et al13 looked solely at people who had decided to take part after being asked by their doctor. Of those who were asked, 72% decided to take part, of which 21% said it was because they trust their doctor. Further, it is apparent that some people also take part in clinical research because of the benefit that it will have to them. Such motivations include a hoping that there will be a therapeutic benefit or because there is no other treatment available12. Further, in Mattson et al10 74% of participants for aspirin and beta-blocker trials said they were motivated by non-altruistic motivations. These motivations included better medical monitoring and reassurance, physical improvement and preventions of further illness. 3.3 What stops people from taking part in clinical research? A concern about side effects and risks present a significant barrier to participation in the literature. Looking into cancer trials, a fear of making the cancer worse presented a significant barrier when being asked to participate15. Further, when testing a new drug, 93% of those with concerns in the Wellcome Trust study said they were worried about the possible risk to their own health from participating2. As with many factors, concerns about the side effects and risks of a trial are not stable across all groups. Basche et al16 spoke to seniors who were asked to participate in cancer trials. They found that those ages 65?75 were more likely to participate in the trial when the side effects were likely, than those aged over 75. Further, many studies report that issues related to the time commitment of clinical research and logistical difficulties also present a significant constraint on participation. A quarter of people asked about their attitudes to participation in clinical research said that they did not have the time to participate17. Further, a third of people in Basche et al16 said that they were concerned about the time commitment and other issues, such as getting to the trial facility. Many other barriers have been reported in the literature. These include: a dislike of randomisation13 and the potential to be in a placebo group; lack of knowledge of both the processes involved in clinical research19 and the trials that are available18, and a lack of trust in medical research19. > > > NIHR Clinical Research Network Annual Report 2013/14 http://www.crn.nihr.ac.uk/wp-content/uploads/About%20the%20CRN/13_14%20Annual%20Performance%20Report_PUBLIC_FV.pdf 9 CRN Wessex Performance Report May2014, www.odp.nihr.ac.uk/default.htm 10 Mattson, M.E., Curb, J.D., and McArdle, R. (1985). Participation in a clinical trial: The patients' point of view. Controlled Clinical Trials. 6: 156-167 11 Rosenbaum, J.R., Wells, C.K., Viscoli, C.M., Brass, L.M., Kernan, W.N., and Horwitz, R.I. (2005). Altruism as a reason for participation in clinical trials was independently associated with adherence. Journal of Clinical Epidemiology. 58: 1109-1114. 12 National Institutes of Health, National Cancer Institute, Working Group on Enhancing Recruitment to Early Phase Cancer Clinical Trials. (2004). Enhancing Recruitment to Early Phase Cancer Clinical Trials: Literature Review. Bethesda: National Cancer Institute. 13 Jenkins, V. and Fallowfield, L. (2000). Reasons for accepting or declining to participate in randomised clinical trials for cancer therapy. British Journal of Cancer. 82(11): 1783-1788. 14 Chu, S.H., Jeong, S.H., Kim, E.J., Park, M.S., Park, K., Nam, M., Shim, J.Y., and Yoon, Y. (2012). The views of patients and healthy volunteers on participation in clinical trials: An exploratory survey study. Contemporary Clinical Trial. 33: 611-619 15 Solomon, M.J., Pager, C.K., Young, J.M., Roberts, R., and Butow, P. (2003). Patient entry into randomized controlled trials of colorectal cancer treatment: Factors influencing participation. Surgery. 133(6): 608-613. 16 Basche, M., Baron, A.E., Eckhardt, S.G., Balducci, L., Persky, M., Levin, A., Jackson, N., Zeng, C., Brna, P., and Steiner, J.F. (2008). Barriers to enrollement of elderly adults in early-phase cancer clinical trials. American Society of Clinical Oncology. 4(4): 162-168 8 Engaging for increased research participation ? key findings and recommendations 9 Although little literature looks into healthcare professionals' motivations regarding clinical research, several have looked at the barriers to getting involved. The research suggests that concerns for patients represent significant barriers to participation. In in-depth interviews with clinicians in South-west England, clinicians suggested that concerns for individual patients and respect for patients' preferences for different treatments prevented them from approaching patients and getting involved20. Further, concern for patients and a worry about the impact on the doctor-patient relationship was shown to be a significant barrier in Ross et al's meta-analysis21. 3.4 Why do people take part, or not take part, in related activities? Many reasons, both similar and dissimilar to those expressed above, are noted in the literature that motivate blood and organ donation. Coad et al22 found that those who knew someone who had donated or received an organ were more likely to agree with donating an organ to a family member or friend. Further, Wildman and Hollingsworth23 note that those who have donated blood before are more likely to donate again. Further, Cohen and Hoffner24 note that self-interest explains motivations to become an organ donor. 40% said they would be willing to sign a blood donor card. Self-interest motivations were the most important predictor of willingness to sign the card, including pride and satisfaction with the decision, otherwise known as the `warm glow' feeling. A questionnaire of university students in Japan showed that being in good health, having time to donate, being given opportunity to donate and helping others were the most important motivations for those who both had given blood before and those who had not25. The same study also looked at barriers to taking part. These were very much the opposite of the motivators, and included having time to donate, not knowing when and where to donate and not being given the opportunity to donate were considered barriers to taking part25. Lack of knowing where to go and it not being in a convenient place was corroborated by a further study of American adults, as well as a fear of needles and pain26. 3.5 Summary In summary, although many people believe that clinical research is important and are willing to take part, this is not reflected in rates of participation. Reasons why people take part in clinical research include altruism, the influence of a healthcare professional and a benefit to themselves. Major barriers to participation include the risk to themselves and time commitments. Clinician barriers generally revolve around a concern for their patients. Significantly different motivators and barriers to taking part in related activities include knowing someone who has taken part, taking part before and knowing what opportunities were available. > > > Bevan, E.G., Chee, L.C., McGhee, S.M. and McInnes, G.T. (1993). Patients' attitudes to participation in clinical trails. British Journal of Clinical Pharmacology. 35(2): 204-207 18 Mills, E.J., Seely, D., Rachlis, B., Griffith, L., Wu, P., Wilson, K., Ellis, P., and Wright, J.R. (2006). Barriers to participation in clinical trials of cancer: a meta-analysis and systematic review of patient-reported factors. Lancet Oncol. 7: 141-148 19 Lovato, L.C. and Kristin, H. (1997). Recruitment for controlled clinical trials: Literature summary and annotate bibliography. Controlled Clinical Trials. 18: 328-357 20 Langley, C., Gray, S., Selley, S., Bowie, C., and Price, C. (2000). Clinicians' attitudes to recruitment to randomised trials in cancer care: A qualitative study. Journal of Health Services Research and Policy. 5(3): 164-169 21 Ross, S., Grant, A., Counsell, C., Gillespie, W., Russell, I., and Prescott, R. (1999). Barriers to participation in randomised controlled trials: A systematic review. J Clin Epidemiol. 52(12): 1143-1156 22 Coad, L., Carter, N., and Ling, J. (2013). Attitudes of young adults from the UK towards organ donation and transplantation. Transplantation Research. 2: 9-14 23 Wildman, J., and Hollingsworth, B. (2009). Blood donation and the nature of altruism. Journal of Health Economics. 28: 492-503 24 Cohen, E.L. and Hoffner, C. (2012). Gifts of giving: The role of empathy and perceived benefits to others and self in young adults' decisions to become organ donors. Journal of Health Psychology. 18(1): 128-138 25 Ngoma, A.M., Goto, A., Yamazaki, S., Machida, M., Kanno, T., Nollet, K.E., Ohto, H. and Yasumura, S. (2013) Barriers and motivators to blood donation among university students in Japan: Development of a measurement tool. Vox Sanguinis 105(3): 219-224 26 Adelbert, J.B., Schreiber, G.B., Hillyer, C.D., and Shaz, B.H. (2013). Blood donations motivators and barriers: A descriptive study of African American and white voters. Transfusion and Aphresis Science. 48(1): 87-93 17 Engaging for increased research participation ? key findings and recommendations 10 4. Likelihood to participate in clinical research 4.1 The public view clinical research as important To provide a background to people's perceptions of clinical research, we asked respondents to tell us how important they thought it was for the NHS to support research into new treatments. As figure 1 below shows, the overwhelming majority of people (90%) think that it is either important or very important. However, of those who responded to the survey, only 10% have actually taken part in clinical research. There is a clear gap between how important the area is seen to be, and how many people are taking part. Figure 1 g1 How important do you think it is, if at all, for the NHS to support research into new treatments for patients? Base: 1101 3% 6% 13% 77% Very unimportant g3 unimportant Neither important nor unimportant Important Very important 4.1.1 Demographic Differences Age Belief that supporting research is important is lowest in 18-24 year olds (73%). As people get older, they are more likely to believe that it is important, peaking at 96% for 75-84 year olds. Gender Females (95%) a more likely to say supporting research is important than males (85%). Educational attainment Those who have qualifications other than a degree are the most likely to view research as important (97%). Those who have no educational qualifications are least likely (80%). Employment status Students (90%), retired people (83%) and those who are employed (76%) are more likely to see clinical research as important, compared to those who are self-employed (69%), home-makers (67%), or gout of work and not looking for work (55%). 7 Dependents Those with dependents (96%) are more likely to view clinical research as important than those without dependents (90%). Health Those with good (80%) or very good health (80%) are more likely than those with fair (70%) or very bad (54%) to view research as very important. Previous participation Those who have participated in clinical research (99%) are more likely to say supporting research is important than those who have not (89%). g8 Knowing someone who has taken part Those who know someone who has taken part in clinical research (97%) are more likely to see supporting research as important, compared to those who don't (89%). > > > Engaging for increased research participation ? key findings and recommendations 11 g7 g7 4.2 Few people have been asked to take part in clinical research g8 g8 Importantly, of those surveyed, only 15% recalled a time when a healthcare professional had discussed involvement in clinical research with them. Further, of the 43% who had seen a healthcare professional in the last month, only 5% had clinical research discussed with them (Figure 2, below). Figure 2 Did the healthcare professional you saw discuss involvement in clinical research with you? Base: 367 5% Do you recall a time at any point in your life when a healthcare professional has discussed clinical research with you? 15% Base: 799 Yes No 95% Yes No 85% Increasing the number of conversations taking place between clinicians and their patients about clinical research is likely to increase the number of people who take part. In the in-depth interviews, people often said they reason they had not taken part before was because no-one had ever asked. "I just haven't been asked." "No-one's ever asked me." Further, previous research has shown that trust in healthcare professionals is high, with 72% of adults saying that they trust a medical professional to provide them with information about clinical research27. This was also seen in the in-depth interviews, where many respondents expressed a great deal of trust for their doctor. "So if they said `blardy blardy blah', would you take part? Then I probably would have done, because we gained that much trust." g1 "Yes I would trust them if they talked about clinical research because the consultant I've been under for four years now, my GP I've known for over 20 years now so they're people that I've known long enough to trust." 4.3 Likelihood to participate Although only 10% of people have taken part in clinical research, the results would show appetite for participation is higher than this. When respondents were asked if they would consider taking part in clinical research, just under half (47%) agreed that they would be likely or very likely to (Figure 3, below). Figure 3 How likely is it that you would be willing to participate in clinical research in the future? g3 Base: 1101 15% 16% 22% 31% 16% Very unlikely 27 unlikely Neither likely nor unlikely likely Very likely Butt, S., Clery, E., Abeywardana, V., Phillips, M. (National Centre for Social Research). Wellcome Trust Monitor 1. London: Wellcome Trust; 2010 g7 > > > 12 Engaging for increased research participation ? key findings and recommendations 4.3.1 Demographic differences The demographic differences below explore whether some people are more likely than others to participate. Characteristics of people who are more likely to participate include: ? ? ? ? ? ? ? ? ? Having previously participated (64%) or knowing someone who has (63%) Having a good understanding of clinical research (63%) Students (58%) and those unable to work (63%) Having a degree or equivalent level of education (58%) Registered organ donors (58%) People in very good health (57%) People who do regular volunteer work (55%) People who have given blood (54%) People aged 35-64 (52%). Age People aged 35-64 (52%) are most likely to agree that they would be willing to take part in clinical research, this decreases amongst 25-34s (48%), 16-24s (46%), 65-74s (49%) and in particular 75-84s (32%) and 85+ (12%). Understanding of clinical research Those who have a very good understanding of clinical research (63%) are the most likely to say they would take part in clinical research, followed by those that have some (54%), little (40%) or none (39%). Previous participation Those who have participated before (68%) are more likely to say they would be willing to take part than those who have not (45%). Knowing someone who has taken part People who know someone who has participated in clinical research (63%) are more likely to say that they are willing to take part than those who don't (44%). Educational attainment Those with a degree or a degree equivalent (58%) and those who have other qualifications (52%) are more likely than those with no qualifications (35%) to say they would take part. Employment status Students (66%), those who are unable to work (62%), and those who are employed for wages (52%) are more likely to say they are willing to take part than those who are those who are retired (37%) and out of work and looking (26%). Volunteers Those who give help as a volunteer to clubs or organisations weekly (55%), monthly (53%) or occasionally (54%) are more likely to say they are willing take part than those have volunteered in the last year (46%) and those who give unpaid help on an individual basis (36%). Giving blood People who have previously given blood (54%) are more likely to say they would participate than those who have not given blood (45%). Organ donors Those who are registered as organ donors (58%) are more likely to say they would participate than those who are not (42%). Health Those who have very good (57%), good (49%) and bad health (47%) are more likely to say they are would take part than those who have very fair (35%) or bad health (32%). > > > Engaging for increased research participation ? key findings and recommendations 13 4.4 Likelihood to participate in various types of research To expand on people's likelihood to take part, we asked people about different scenarios they would be willing to take part in. As shown in Figure 4 (below), the scenarios that might improve their own health or care are those in which people were most willing to participate . Likelihood to participate extends to 61% in the scenario where it may help prolong a respondents' own life, or where it is looking at new forms of care and exercise to regain movement after a knee injury. In contrast, the scenarios which people were least willing to take part reflected those which were at earlier stages of the research process. This may be because research into new medications or treatments is seen as riskier. Figure 4 How likely is it you would be willing to take part in clinical research if...? Base: 1101 The study might help prolong or improve your life because you have a condition, significant illness or injury The study is looking at a new form of care and exercises to regain movement after knee injury The study is observing how your condition, illness or injury develops or responds to current treatments, over time The study is looking at how the way care is given affects you and your health (e.g. care at home versus staying in hospital) The study is looking at a new medical device 9% 6% 9% 9% 9% 10% 8% 11% 12% 11% 11% 9% 9% 11% 12% 15% 17% 18% 24% 19% 22% 23% 21% 23% 24% 22% 22% 40% 42% 43% 44% 44% 39% 39% 40% 39% 21% 19% 17% 15% 14% 17% 12% 9% 10% The study is looking at a treatment at a very advanced stage of development The study is looking for healthy volunteers The study is looking at a new vaccination The study is looking at a new drug The study is looking at a treatment in the very early stages of development 11% 19% 25% 35% 10% Very unlikely Unlikely Neither likely nor unlikely Likely Very likely Engaging for increased research participation ? key findings and recommendations 14 5. Motivations for taking part 5.1 Why do other people take part in clinical research? In order to understand what motivates people to take part in clinical research, we asked respondents to tell us what they thought motivated other people to take part. The most commonly cited reasons were: ? Helping others/altruism ? A positive impact on their own health ? A personal interest in a particular disease/condition. 5.2 What would motivate you to take part? To look into motivations further, we asked people what would motivate them (rather than others) to take part in clinical research. When people are speaking about their own motivations, they tend to agree more with statements which are related to personal motivations, i.e. helping to improve their own, or a close relative's, health. However, altruistic motivations are still important, with 72% agreeing that they would be motivated by helping others. Respondents also indicated that other things would motivate them, beyond those factors seen earlier. Knowing that aftercare would be available (67%) and an interest in a particular disease (67%) are both seen as important to respondents. Just 32% of respondents said that money would motivate them to take part. Figure 5 To what extent do you agree or disagree that the following would motivate you to take part in a clinical trial? Base: 1101 g5 Supporting research into a condition a close family member suffers from A positive impact on my own health Getting access to the latest treatments for a condition I have Helping others by helping to find new treatments Knowing that there would be continued aftercare and follow-up A personal interest in a particular disease / condition I would find the process of being involved interesting Money / financial gain 6% 5% 12% 6% 5% 6% 5% 6% 7% 7% 6% 7% 8% 8% 10% 13% 15% 15% 19% 17% 22% 36% 42% 48% 44% 51% 45% 44% 47% 15% 35% 28% 30% 21% 22% 23% 14% 25% 7% 17% Strongly disagree Disagree g6 Neither agree nor disagree Agree Strongly agree > > > Engaging for increased research participation ? key findings and recommendations 15 5.2.1 Demographic differences Understanding of clinical research Those who have no understanding of clinical research (58%) are the least likely to agree that they would be motivated by getting the latest access to treatment for a condition they have. Age 35-44 year olds (76%) are more likely to agree that they would be motivated by helping others by finding new treatments than 16-24 (70%) and 25-34 (64%) year olds. 34-44 (86%), 44-54 (85%) and 55-64 (84%) years olds are more likely to agree that they would be motivated by a positive impact on their own health than 16-24 (64%), 25-34 (70%) and 75-84 (64%) year olds. 35-44 (77%), 45-54 (80%) and 55-64 (78%) year olds are more likely to agree that they would be motivated by getting access to the latest treatment for a condition they have than 16-24 (64%), 25-34 (67%), 75-84 (70%) and 85+ (53%) year olds. Gender Women (80%) are more likely than men (75%) to agree that supporting research into a condition a close family member suffers from would motivate them to take part. Educational attainment Those with a degree of degree equivalent and those with other qualifications are more likely than those who have no qualifications to say they are motivated by helping others by helping to find new treatments, a positive impact on their own health, getting access to the latest treatment for a condition they have and supporting research into a condition a close family member suffers from. Employment status Students (90%) are more likely to agree that they are motivated by helping others by helping to find new treatments than those who are employed (76%), self-employed (70%), retired (66%) and out of work and looking (50%). Employed persons (77%) are more likely to be motived by getting access to the latest treatment for a condition they have than those who are retired (71%). Students (96%) are more likely than any other group to strongly agree that they are motivated by supporting research into a condition a close family member suffers from. 5.3 Exploring motivations in more depth When exploring what would motivate people to take part some clear themes emerged from both the open survey questions and the in-depth interviews,. The key motivations are summarised below. It would have a positive impact on my own health Many felt that they would be motivated to participate because it may have a positive impact on their own health. "I've got a few health problems so I would like to take part to see if there any treatments or information in regards to arthritis that would help me" "I have arthritis - anything new to improve life or find a cure." "Finding a drug that helps me." "If anybody could help me with my lifestyle and my health, I'm in a lot of pain, I'm overweight, so that would help." Although some people who responded did not currently suffer from a condition, they suggested they would be motivated to take part if they did and it would help that condition. "I still think the key motivation for me to do it would be if there was something detrimental to my health or something for my health and well-being to improve my lifestyle." "Of course I would, if I had a condition that required treatment and was offered something that would alleviate that." > > > Engaging for increased research participation ? key findings and recommendations 16 Further, some suggested that they would take part as a last resort if nothing else would help their condition. "If I had something that was as of yet untreatable I'd give it a go, but otherwise no." "If I was in an unfortunate situation of having a life threatening illness then I tend to think you grasp at anything." Altruistic motivations and helping the people around me A willingness to help with clinical research relating to a condition that those close to them suffer from was evident in people's responses. "Because my mother has dementia." "In recent years a lot of people I know have suffered from cancer and arthritis." "I suppose its family history, we have had a run in with cancer so I suppose we would be interested in getting involved." "My son's diabetic, anything that would help." Respondents also suggested that they were motivated by a more general altruistic sense of helping others. "Because I want to help people." "If it helps give people a better life." "It's being out there trying to help somebody that is unable to help themselves." It will help advance medical science Some respondents expressed that they would be likely to take part because it may help improve medicine and medical science. "Because it is interesting and it helps the process of medical science." "I feel if people don't participate then science will not advance, for everyone's benefit." "It is important to help the development of medicine and if people aren't helping then there would be no progress and it wouldn't get anywhere." I would find it interesting Respondents said that they would be motivated to take part in various types of trials because they found it interesting. "I find that really quite interesting, I quite like a bit of psychology myself, I'd like to see what goes on in their heads to make it go one way or the other." "Yeah that's a fascinating thing, it's just so clever!" "I'm quite interested in exercise and diet." "Because it would be interesting to see how your health can be affected by those types of things." > > > Engaging for increased research participation ? key findings and recommendations 17 Because I've taken part before Those who had already taken part in clinical research suggested they would again because of their previous experience. "Previous experience in a clinical trial." "Already have been part of a clinical trial for cancer. So far it is a beneficial experience." "I have already taken part and thought it helped." "I have previously been part of a clinical trial and had a good experience." Money Earning money through participating was a clear motivation for a minority of people. "Depending on what the cash incentive was. I wouldn't participate in it if there was no financial gain because of the dangers behind it." "It would depend what it was in aid of and if it was for money." "If there was a large pay out I would take part." Engaging for increased research participation ? key findings and recommendations 18 6. Barriers to taking part 6.1 Why don't other people take part? We also looked into the barriers to taking part in clinical research. When asked what may stop other people from taking part, respondents mentioned: ? Being worried about the risks ? Lack of knowledge/information ? Lack of time to be involved. 6.2 What stops you from taking part? In order to explore this further, respondents were asked what would stop them personally (rather than others) from taking part. Respondents' answers reflected concerns about the risks involved in clinical research, a lack of knowledge and information, and practical issues with time and having to take time off work. When prompted, it was clear that there were other issues which concerned respondents. For some, the involvement of private drug companies (33%) and stories they have seen in the media (31%) would stop them from taking part in clinical research. Figure 6 To what extent do you agree or disagree that the following would stop you from taking part in a clinical trial? Base: 1101 g6 I'm worried about the risks g5 4% 11% 8% 7% 10% 12% 10% 20% 24% 28% 27% 32% 19% 19% 19% 28% 25% 42% 32% 35% 32% 25% 25% 19% 16% 32% 46% 14% 15% 14% 10% 6% 8% 6% 6% 5% 5% I might need to take time off work I don't have time to participate I don't know enough about clinical trials The involvement of a private drug company Stories I have seen in the media I wouldn't pass the medical screening test 37% 32% 44% 34% 20% 34% My family and friends would disapprove I'm not the type of person the NHS want to participate in clinical trials My religious or moral beliefs 18% 12% 25% 17% 16% 11% 5% Strongly disagree Disagree g9 Neither agree nor disagree Agree Strongly agree > > > Engaging for increased research participation ? key findings and recommendations 19 6.2.1 Demographic differences Understanding of clinical research Those who have a very good understanding (41%) are the least likely to agree they are worried about the risks, rising with some understanding (55%), little understanding (60%) and no understanding (62%). Those who have no (50%) or little understanding (48%) are more likely to agree that they don't have the time to take part than those with some (40%) or very good understanding (37%). Age Those aged 85+ (70%) are the most likely to say that not knowing enough about clinical research stops them from taking part. Those ages 75-84 (43%) and 85+ (59%) are the most likely to think that they are not the type of people the NHS want to take part. Gender Women (62%) are more likely to say that a worry about the risks would stop them from participating than men (52%). Women (48%) are also more likely to worry about needing time of work than men (43%). Educational attainment Those with no qualifications are least likely to agree that they are worried about the risks of participating (50%), that they don't have the time to participate (39%), and that they may need to take time off work (33%). However, this group are the most likely to agree (27%) that they are not the type of person the NHS wants to participate. Employment status Those who are unable to work are least likely to agre
Url: /Media/Southampton-Clinical-Research/Marketresearch/Engaging-for-increased-research-participation-full-report-v2.pdf

Recipe book - For toddlers who need to make the most of every mouthful

Description: RECIPE BOOK For toddlers who need to get the most out of every mouthful Contents 04 Acknowledgements & introduction 06 Questions, tips & answers 12 Table 01: Foods which can be used for extra calories and protein 13 Table 02: Examples of exercise and the benefits 14 Food & feeding advice for young children (table) 16 Simple week meal planner 18 Shopping list 20 Recipes: Contents 22 Recipes: Breakfasts � Marvelous nut dust � Granola � Breakfast porridge � Prunes, dates & ground almonds � Peaches, sultanas & ground almonds � Mango & almond butter � Raspberry, banana & almonds 28 Recipes: Power energy balls � Date & apricot power balls 29 Recipes: Warming soups � Dino soup � Super hero orange soup 31 Recipes: Bento boxes � Fusilli, ham, peas & cheese � Ham & cheese pitta & fresh fruit � Ham & cheese sandwich, broccoli, cucumber, orange & nutty chocolate balls � Falafel & hummus pitta, red pepper, cucumber, figs, strawberries � Cream cheese & smoked salmon wheels, avocado & melon � Pitta strips, avocado, hummus, chickpeas, orange peppers � satsumas � Tuna, lettuce, mayo, peas, cucumber, & pepper � Boiled eggs, brown pitta pockets, avocado, watermelon, melon & raspberries � Avocado & raspberries snack fest � Peanut butter, salad & berries � Chicken & BBQ sauce, corn on the cob, cucumber, clementine, & whole wheat wrap � Chicken & cous cous rainbow salad 43 Recipes: Snack boxes 44 Recipes: Meals for sharing � family favourites � Fish fingers & sweet potato chips � Pasta bolognaise � Lasagne � Mild chicken curry � Chicken bunny � Pesto � Salmon, pasta & peas 57 Recipes: Sweet things � Chocolate & almond cup cakes � Apricot, almond & chocolate cereal bars � Nutty flapjacks � Fruit pots � Chocolate peanut butter smoothie � Raspberry & almond smoothie 66 A last note... enjoy... 02 Acknowledgements This book has been written by Dr Luise Marino (RD, PhD) Clinical Academic Paediatric Dietitian at Southampton Children's Hospital. This book is part of independent research arising from (Dr Luise Marino, Health Education England/NIHR Clinical Lectureship (ICA-CL-2016-02-001)) supported by the National Institute for Health Research. The views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the National Institute for Health Research, Health Education England or the Department of Health. In writing this book we have received the generous help and feedback from the following people: � Parents of children who need to make the most of every mouthful � thank you for your time and feedback, without which this book would not be possible � Paediatric Dietitians � Catherine Kidd, Natalie Davies � for your expertise and invaluable comments � Dr Rosan Meyer � for sharing your immense knowledge and skills � Paediatric Speech and Language Therapist � Julia Robinson � for your guidance and practical instruction � Specialist Paediatric Cardiac Liaison Nurses � Gill Harte, Colette Cochran, Cate Anson, Hannah Carver � for your unfailing support, feedback and advice � Dr Tara Bharucha, Consultant Paediatric Cardiologist � for supporting this initiative � Members of the British Dietetic Association Paediatric Cardiology Interest group for their generous help and feedback; in particular Neam Al Mossawi (HCA Healthcare), David Hopkins (Yeovile Hospital) � Dominic and Helen Hoile (info@Shootingpeas.com) � for their generosity opening up their studio and giving of their time to take the photographs. � Heather Pierpoint (headfudgedesign.co.uk) � Graphic designer, for bringing the publication to life � Southampton Children's Hospital Charity and the publishers � Michelle Wheeler, Judith Stephens, Amy McBrayne, Alanna Lee for making it all possible � Nutricia Medical � for supporting the project with an educational grant Dedication For all the families and their children who we are privileged to meet � your stories and journeys inspire us to do better. RECIPE BOOK For young children who need to get the most out of every mouthful Who is this book intended for? This book is intended for children between 1 and 5 years of age. Some children need a little bit longer with puree or fork mashed food so don't worry if your child is not quite at the age stages in this book. Some children are born with medical conditions which means they need to get the most out of everything they eat and drink. For some, whose medical issues may not be such a problem as they were when they were babies, they may now develop feeding difficulties, causing parents just as much concern. This recipe book is part of a series, published by Southampton Hospital Charity, to provide practical advice on how children can get the most of every mouthful. The advice within this booklet may not be suitable for those with delayed oral motor skills, inherited metabolic disorders, kidney problems or food allergies and should not replace individualised medical or nutritional advice. If you are unsure as to whether the advice in this book is suitable for your child, please check with their health care team first. The information in this book was correct, at the time of publishing, and undergoes periodic reviews to ensure up-to-date evidence is used. You should seek advice from your local health care professional if your child is not gaining weight well or is having feeding difficulties. Dr Luise Marino (RD, PhD) Clinical Academic Paediatric Dietitian HEE/NIHR ICA Clinical Lectureship thank you Ask for help If your child is showing signs of feeding difficulties (sensory or oro-motor disorders) which can include coughing, gagging or vomiting at the sight or smell of food or drink, food refusal, eating less than 10 different types of food in a week or you are in any way worried about how your child eats, then ask your child's team to refer you to Dietitian and Speech & Language Therapist for extra support. How will this book help me and my child? The aim of this book is to try and provide some useful tips and advice as well as some finger licking food to tempt your little one with. This book will help give you ideas about: � � � � � � How much to expect your child to eat How often should you expect your child to eat What textures can you expect your child to eat How to create a positive mealtime experience How to cope with stressful mealtimes How to cope with fussy eating 05 Questions, tips & answers... How much should I expect my child to eat? The amount of food young children eat varies from one meal to the next � this is normal. There are lots of resources available providing portion size ranges � with some examples below: � British Nutrition Foundation: https://www.nutrition.org.uk/ attachments/article/734/BNF%20 Toddler%20Eatwell%20Leaflet_OL.pdf � Infant and Toddler Forum https://www.infantandtoddlerforum. org/portion-sizes-table-2015 How often should I offer my child food? Try to have: � Regular mealtimes � aiming for breakfast, lunch and supper � Have at least a 3 hour break between each main meal � this will give them enough time to get hungry, but not too hungry � Try not to offer too many snacks between meals as they may then not be able to eat as much at a main meal � If your child is too tired they may find it difficult to eat, so sometimes lunch may be better after a nap � Offer water to drink at mealtimes � It is alright for your child still to prefer puree food � but continue to try to introduce lumpier and soft finger foods too � This will let children practice their chewing skills try to slowly increase the amount of texture in the meal e.g. 5p � 10p amount of a coarser texture until you have moved onto chunkier and lumpier food � Always give some finger food and a spoon at each mealtime so new skills can be practiced � bite and dissolve foods are good as are other finger foods (see the table at the end of this section for more tips) � Remember all of the senses are involved in eating and drinking; touch, sounds, sight and smells; - We eat food with our eyes, so it is important to make food look good - Touching food is as important as eating, so let your little one get messy - Smells of delicious food can encourage children to eat � Try not to compare how much your little one eats with siblings or other children of the same age � Try not to comment on how much or how well your little one is eating, some children get put off eating by all of the attention and focus on them � Don't follow your child around with a spoon begging them to eat; meals happen as a picnic or at a table not walking around � Encourage your little one to feed themselves; sometimes children like the attention of being fed, but it is good to encourage their feeding skills by letting them do it themselves � Children of all ages like food in boxes � Bento boxes, sandwich boxes or little bags or boxes of food appeal to their growing sense of independence � Food that little fingers can easily pick up is good as they can be more independent � don't worry if they play with it and get messy as this is all part of their learning experience � Eat with them � have a meal or snack at the same time; children learn about eating from those around them so if they see their carers or siblings enjoying the same food as them, they are more likely to try it. It is important that mealtimes are seen as a sociable activity to be enjoyed � If your child gets up from the table then calmly end the meal � there is always the next meal � After a main meal offer a small dessert such as fresh fruit and full fat yogurt, small cup cake and custard Have short mealtimes of up to 20 minutes How do I know when my child has had enough to eat? Let your child tell you when they've had enough � it is really important that you listen to their cues. � As when they were babies, they will start closing their mouth, trying to get down from the table, turn their head away, splay their hands or start spitting, shouting or crying, stop at this point � they are finished � If they say they have had enough to eat � try not to ask them to have a few more mouthfuls, you are teaching them to overeat. Respect their fullness � even if they have only have 1 mouthful Keep offering new food � it will take time before a new food is accepted and liked It can take a while before children will eat new foods � so long in fact that many parents give up! Children are often wary of trying new foods or foods they like that look slightly different e.g. different type of yogurt or packet of pitta bread. Children can take up to 15 tries (or even just looking at something) before they will like something new � for some it can take even longer. Offer regular meals and eat together as this helps children learn that food can be delicious and sociable What general advice is there for encouraging positive mealtimes? � Keep calm and don't rush � some days are better than others � Keep offering new foods � they will eventually try them � Children eat in colour � think of a rainbow when you are making their meals � Children like fun � so make their food look fun � Children like to help and want to please � involve them in the buying, preparing and cooking � Offer small portions and give your child lots of praise and attention when they finish it. You can then offer a second helping What texture should I expect my little one to eat? � Children who are weaned late during the first year of life may have missed some of the milestones for accepting new foods and textures, which can make moving on from smooth puree's harder (but not impossible) � Continue to offer your child lots of different kinds of foods, try not to get put off if they reject new foods If you are finding it difficult to get your little one to accept new textures speak to your child's team Children find sitting still very difficult and get bored quickly � Have short mealtimes of not more than 20 minutes or shorter if your child gets upset and does not want to eat � Use a stop watch on your phone or buy a 15 � 20 minutes sand timer � children like to watch the sand going down and it helps to put a limit on the length of mealtimes � Limit the amount of distractions at mealtimes e.g. electronic devices, television � chatting while you eat is good Mealtimes should be fun! Young children usually live to play, not eat. For many they would much rather be listening to a story or playing than sit down and eat. Therefore, it is important to make mealtimes fun and enjoyable, for the whole family! Don't enter into food battles � if they don't want to eat, don't bargain or bribe them You could try reading books with vegetable and fruit characters such as "mighty broccoli and cheeky cherry", this has been shown to increase young children's interest in tasting new foods. All children are unique � as is their appetite and how much they will eat 06 07 Don't enter into food battles � if they don't want to eat � don't bargain or bribe them Try not to enter into food battles with your little one � they will win! It is important to ensure you serve up child size portions � remember the size of their clenched fist; � If your delicious lovingly prepared mini dish of food is greeted with a "yuk � I am not eating that" � Respect your little ones decision with a "that's fine � you don't have to eat it... but you do have to sit here as it is dinnertime" � The family � even if it is just you and your little one then sit down to a meal � Respect them not eating anything or only eating the thing they like � Always offer a dessert � don't use dessert as a bribe as you are reinforcing the fact the main meal is so "yuk" that a bribe is needed to eat it Fussy eating is really common amongst young children and up to 40% of parents report their child has refused food at some point. Between 12 � 18 months of age, all young children develop "neophobia" � the fear of new food or familiar food offered in a different way. As fussy eating is such a common problem there are lots of tips and advice available � importantly: � Children like to eat with others and will often eat more in a group or when there is a relaxed family environment � Try to eat similar food at meals times to your little one e.g. fork mashed or squares of sandwich � Always, always make some part of the meal you know they will eat, then you know they won't go hungry � Eat with them at the same time � encouraging your child with smiles and positive sounds change or copy other children, so eating with others may not help them to accept new foods or textures � Some children may also have sensory issues and refuse to wear certain clothes or colours. They may also not like to get messy or sticky and dislike seeing people eating food they do not like � which can make them gag or vomit. For these children encourage messy play � This can be done with different kinds and textures of food � Shaving foam is also good fun for your child to put their hands in � Jelly is a great food to play with � wibbly and wobbly � Chocolate pudding on a chopping board for cars to drive through At mealtimes: � Be sensitive to what your child likes and dislikes If this is you: � It is easier said than done, but try to have a relaxed approach to mealtimes � Put the radio on and sing along or listen to a radio programme as it will distract you from the mealtime � Have something to eat at the same time, so your attention is not just on your child. They can also learn to enjoy their food by watching you enjoy it too choking risk children should be sitting whilst eating � Children should not have whole nuts under the age of 5 years � Other hard food, including Granola, should be ground into a finer crumb and not have any hard bits in it � it should also be mixed into food before serving � Always keep crumbed or hard food out of children's reach and always supervise snack or mealtimes � Sometimes doing a child first-aid course can help with any anxiety around mealtimes and choking risks. Ask your Health Visitor to find out what is available near home Most children love to get messy � however, some find it really stressful � so start slowly � outside of mealtimes � Try not to put really disliked food on the same plate as food which is liked � as some children will refuse the whole plate � Away from a mealtime offer tiny tastes of foods that your child might be willing to try � Offer your child different things to smell zest of lemon, herbs, melted chocolate � make a chart and together tick off the smells they like or don't like Children pick up on your non-verbal cues � if they feel you are tense about mealtimes � Don't worry if your child doesn't eat anything � sometimes children aren't hungry for their meals and this is normal � Invite a friend or family member to come and have a few meals with you � as having someone else to talk to can help � Have a picnic instead of eating at the table � you can have an indoor picnic if it is too cold to eat outside � Go out to a caf� and have a drink � offering your child food in a new environment can help My child is really fussy � what shall I do? For some parents feeding their baby has always been easy, but for others their little one's feeding journey has been really challenging � with vomiting, reflux and poor weight gain. As a result of these negative experiences associated with eating, some young children may have developed feeding difficulties or fussiness around food. Some children are fussier than others, but the good news is that with the right encouragement most children will have outgrown being fussy by 6 years of age. Most children love to get messy � however, some find it really stressful � so start slowly � outside of mealtimes � First start with general play with sand and water or paint � Play-doh, kinetic sand and painting are also good tactile games � Once they are comfortable with this take some dry uncooked pasta and place a top on top of the pasta for your child to pick up � Let them see you do it too � Once they are happy with this step, hide the toy in the dry pasta for them to find � Moving on to cool cooked pasta, hide the toy For children who need to gain weight � add nut butters to main meals Children have small tummies (about the size of their fist) so it is tricky to fit a lot in without either making them feel ill, or be sick. Examples of ways to get the most out of each mouthful are as follows; Snacking between meals does not suit all children as it can impact on their hunger and willingness to eat at a main meal. All children are different, so work out whether your child would prefer to have just 3 meals a day or 3 meals and one or two snacks. Snacks can be a useful back up if your child does not eat that well at mealtimes, but don't use snacks to replace main meals. Toddlers usually develop "neophobia", which simply means they don't like new foods � Change only one thing at a time � don't offer too many new foods at once, it can be overwhelming � Do not let new foods touch a favourite food as this can put them off their favourite food � Children who have very strong opinions about food are less likely to accept HELP: I feel really stressed about mealtimes! How can I relax? Our children know us really well. They read our body language and pick up on how tense we are through our faces and the way we sit or stand. For some parents, mealtimes are really stressful and even though they try to smile, their child senses something is wrong... I worry my child will choke � are there any foods I need be careful of? � Peel all fruit and vegetables. Cut round slippery foods length ways into quarters e.g. cherry tomatoes, grapes. As this is a 08 09 For children who need to catch up in terms of growth aim to provide; � Ages 1 � 3 years: an extra 200 � 300kcal, 7.5g protein per day � Ages 4 � 5 years: an extra 300 � 500kcal, 12.5g protein per day Table 1 can be used to plan ways in which to provide extra calories. It is important to use energy-nutrient dense foods e.g. nut butters. For example 6 teaspoons of peanut butter a day is almost 200kcal and 7.5g protein. We do not recommend the addition of extra oil or cream to food � if you have a heavy rich meal it can make you feel sick, children have the same feeling. Instead try to use a teaspoon of smooth nut butters, coconut cream, smooth plain cream cheese or a small pinch of grated cheese. Breakfast: � Add 1 � 2 teaspoons of smooth nut butter (almond, cashew, peanut) to warm porridge or � Toast with 1 � 2 teaspoons of nut butter and marmite or chocolate spread � Add 1 � 2 teaspoons of a nut butter to a home-made fruit smoothie � Add Marvelous nut dust (finely ground) to other breakfast options � mixing it in before serving Lunch and supper: � Offer protein at both main meals such as meat, boneless fish, chicken or beans/lentils with a starch (rice/ potatoes/pasta) and vegetables � add 1 � 2 teaspoons of a smooth nut butter or Marvelous nut dust � A small amount of grated cheese/ cream cheese can be added to mashed potato or meat dishes, instead of a smooth nut butter � Following a meal offer - Fruit or full cream yogurt - Full cream custard with a small cup cake - Rice pudding with 2 teaspoons of chocolate nut butter - Mashed avocado with toasted pistachio dust mixed into the avocado Eating veggies � children need to see you eating them too We all like sweet foods, so for many people veggies may not be their first choice of food. We should all eat 5 or more portions of fruit and vegetables a day. Some children really struggle with veggies, so here are some tried and tested tips; � Children need to see you enjoying veggies � so cook your favourites and eat them as a snack or with your meal � Most children 3 years and above like frozen peas � put a small amount in a pot and offer them whilst they are still frozen � Chop leafy veg such as kale and cabbage into really small bits � Cook leafy veggies with some chicken, pancetta or add a little gravy to give it a more savoury taste � Eat the same veggies as your children � Put mayo or tomato ketchup on salad � Don't insist they try it � all you can do is make it look yummy � Make up fun names � rocket man, pirate peas, beautiful butternut � Look for video clips of other children eating vegetables � Play with veggies � getting them to tear it, wash it, mash it � Take veggies selfies � Start with 1 teaspoon of a new veggie on their plate or side plate Continue with positive touch, massage and encouraging smiles � this all helps to reinforce positive messages about food. It is a good idea to start brushing your child's gums and teeth from when you see the first tooth. � Try not to let young children fall asleep with a bottle of milk in their mouth � offer milk before they go to bed, brushing their teeth afterwards � Use a toothpaste containing fluoride � it should have 1,350�1,500 parts per million (ppm) fluoride � Below the age of three years, children only need just a smear of toothpaste � Children aged 3 to 6 should use a peasized blob of toothpaste � Under the age of 7 years old you should brush your child's teeth for about two minutes twice a day: once just before bedtime and at least one other time during the day � Make tooth brushing as fun as possible by using an egg timer to time it for about two minutes � Don't let children run around with a toothbrush in their mouth, as they may have an accident and hurt themselves STEP 1 If your child is gagging or retching at new food on their plate, to begin with put a small amount e.g. 1 cooked carrot finger stick on a plate in the kitchen STEP 2 Encourage your children to be active � do activities as a family All children and young people should engage in `moderate to vigorous' physical activity for at least 60 minutes every day. You should also try to include some `light' activity and some `strength' activity.' It is important when doing sport that you exercise your whole body in a fun way! Why is it important to be active for at least 60 minutes each day? When they are able to look at it away from the table � put the new food on a plate in the middle of the table Don't comment on the food, just leave it there STEP 3 Once this has been accepted, move the plate closer to their plate � again don't comment or ask them to try it Make food fun Green soup can become "super hero" soup � add crispy croutons on top, serve it in little tea cups and just leave it for them to look at. If children see you eating something and enjoying it � they will eventually try it. Role playing about food outside of mealtimes, shopping games, helping with cooking such as passing vegetables is a good way of engaging children. Watching cooking programmes and talking about food, describing the smell and taste whilst you watch can help. Making colourful meal boxes � Pick a colourful Bento box/food container STEP 4 As they get more comfortable with the idea of a new food, then put a small amount on their plate e.g. 1 broccoli stem � they don't need to try it Brush your child's teeth at least twice per day � Helps keep our hearts and muscles healthy � Helps us keep a healthy weight � Improves bone health � Improves self-confidence and self-esteem � Develops new social skills and meet new people STEP 5 Once they are happy with the new food on their plate � ask them if they would pick it up and smell it Help teach your child how to brush their teeth properly � There are some fun clips on brushing children's teeth https://www.youtube. com/watch?v=kuLxz5IrZ6Y � Guide your child's hand so they can feel the correct movement � Use a mirror to help your child see exactly where the brush is cleaning their teeth STEP 6 After smelling, move to licking � then a small bite, they are allowed to spit it out � then to progress to swallow It can take weeks to get to this point � after a while the process will get easier and it will be quicker Make food fun � give dishes fun names... � Use colourful food picks to make a mealtime fun � Add edible cartoon eyes to food � Use a brightly coloured silicone muffin cup 10 11 Table 1: Foods which can be used for extra calories and protein Food item < 50 kcal 1 teaspoon chocolate spread 1 heaped teaspoon cream cheese 50�100 kcal 2 teaspoons smooth peanut butter Bacon � lean rasher Fruit smoothie 1 tablespoon Marvelous nut dust (see page 22) 100�150 kcal Egg, (1) scrambled with milk Chicken, drumstick Cubes of cheese 150�200 kcal Avocado, half 75g 183 1 Yogurt, full fat 175ml 180 7.7 60g 40g 45g 105 110 150 6.2 11 10 Meatball, small Milk, full cream Baked beans 60g 200ml 125g 125 125 116 16 6.4 6 10g 40g 150ml 15g 100 2.3 58 69 2.4 12.9 Egg, boiled Raisins � small box Banana Olives (cut in half lengthways) 60g 27g 100g 10 88 88 92 60 7.6 0.86 1.3 <0.5g 5g 10g 15 34 0.8 0.6 1 teaspoon peanut butter Cheese (pinch) 5g 10g 29 35 1.2 2 Table 2: Examples of exercise and the benefits Amount Energy (kcal) Protein (g) Exercise Light Amount Energy (kcal) Protein (g) Food item What is it and how does it help your body? This won't make you hot or sweaty. It gets your body moving and is a great way to get into doing more physical activity if at the moment you don't do very much. This will make you feel warmer and breathe harder. You should feel your heart beating faster, but still be able to carry on a conversation. This exercise is good for your heart. Examples � Walking � Playground activities Moderate � � � � � � � � � � � � � � � � � Walking Playground activities Slow swimming or playing in the water Riding a scooter Skateboarding Roller blading Riding a bike on flat ground or with very few hills Riding a horse Running or playing running games such as `stuck in the mud' Swimming Team sports such as Hockey / Basketball / Football Fast cycling or on hilly terrain Swinging on playground equipment Hopping and skipping Sports such as gymnastics or tennis Playground games such as `tug of war' Rock, rope or tree climbing Vigorous * This will make you out of breath and possibly red in the face, making it more difficult to carry on a conversation. This type of exercise is good for your heart. Strength This helps to make your bones and muscles strong. * if you are not sure check with your health care team before you do anything that is very vigorous HELP: none of this advice is working If you are finding any aspect of introducing food difficult or your little one is showing signs of not wanting to eat at all � don't suffer in silence � your child's team can help. 12 13 Food & feeding advice for young children Food and Feeding Advice Type of food to offer If you are making food at home, try some of our recipes in this book. From 12�18 months of age � Continue with your child's usual milk or a nutrient energy dense infant formula around 12 � 16oz � Main meals should include protein e.g. chicken, fish, beans, lentils, meat along with veggies and starch e.g. potato, rice, pasta � If your child needs to gain weight add 2 teaspoons of smooth nut butter to each meal including porridge at breakfast � Keep offering new foods � although it should not touch any favourite food � At this age children start not to need as many calories to gain weight as they did when they were babies � Eats ground, mashed, or chopped table foods (including soft pieces of meat chopped cut up very small) by 15 months � All finger food should still be soft, must fit easily into your child's hand and be just the right size to easily fit into your child's mouth � Know when your child has had enough � signs include starting to play with food, tries to get out of their high chair From 19�24 months of age � Continue with your child's usual milk or a nutrient energy dense infant formula around 10 � 12 oz � Main meals should include protein e.g. chicken, fish, beans, lentils, meat along with veggies and starch e.g. potato, rice, pasta � If your child needs to gain weight add 2-3 teaspoons of smooth nut butter to each meal including porridge at breakfast � Keep offering new foods � although it should not touch any favourite food � Food refusal of favourite or new foods is common around this age � your child will start to show clear likes and dislikes � Chopped texture, small soft pieces including adult style foods � Offer foods with a firmer texture to promote chewing skills � At this age children chew with up/ down and side to side action � All finger food must fit easily into your child's hand and be just the right size to easily fit into your child's mouth � Know when your child has had enough � signs include starting to play with food, tries to get down from the table � Encourage sitting at the table � children should not be walking/running when eating � Encourage the use of small child size utensils e.g. fork, spoon � Is able to feed themselves using a spoon � with less spills � Able to keep their mouth closed when chewing and swallowing � Start to stab food with a fork and get it to the mouth � Should have adult supervision at meal/ snack times � Some young children start to eat very fast � encourage them to eat slowly chewing their food � Mealtimes should last for up to 20 minutes From 2 years to 5 years of age � Continue with your child's usual milk or a nutrient energy dense infant formula around 10 � 12oz � Main meals should include protein e.g. chicken, fish, beans, lentils, meat along with veggies and starch e.g. potato, rice, pasta � If your child needs to gain weight add 2�4 teaspoons of smooth nut butter to each meal including porridge at breakfast � Keep offering new foods � although it should not touch any favourite foods � May become a "fussy eater" refusing foods that were previously liked � By three years of age your child should be able to eat the same foods as the rest of the family � All finger food must fit easily into your child's hand and be just the right size to easily fit into your child's mouth � Know when your child has had enough � signs include starting to play with food, tries to get down from the table Food and Feeding Advice Finger foods From 12�18 months of age � The best types of foods to start off with are ones that dissolve easily e.g. sweetcorn puffs. � Dissolving foods melt evenly in the mouth without leaving lumps e.g. wotsits � These types of food help with chewing skills as your little one needs enough skill to be able to hold the food in the mouth until it melts � Other good finger foods to then move onto are steamed well cooked carrots sticks, banana, avocado, soft pear, soft flaky fish, toast finger, pasta shells All finger food should be soft, easily fit into your child's hand and be just the right size to easily fit into their mouth. Cooked soft finger shaped foods are helpful rather than round shapes. From 19�24 months of age � Even with finger foods children should be sat down � they should never eat and walk/run � As your child's skills increase they will be able to manage different types of soft food � It is sometimes useful to offer these foods as in between meals snacks so you and your little one can enjoy them exploring new foods and textures together All finger food should be soft, easily fit into your child's hand and be just the right size to easily fit into their mouth. Cooked soft finger shaped foods are helpful rather than round shapes. From 2 years to 5 years of age � Always sit with your children when they are eating any food including finger foods � As a snack offer soft cooked vegetables and dips in small pots � It is sometimes useful to offer these foods as in between meals snacks so you and your little one can enjoy them exploring new foods and textures together All finger food should be soft, easily fit into your child's hand and be just the right size to easily fit into their mouth. Cooked soft finger shaped foods are helpful rather than round shapes. Textures Choking hazards Mealtimes � Should sit on a high chair � Is able to feed themselves using a spoon � although expect some food to drop off � It is common for a little bit of food or saliva to still fall out of their mouth � Encourage self feeding � Should have adult supervision � Offer drinks from a sippy cup � Should have adult supervision at meal/ snack times � Mealtimes should last for up to 20 minutes � Encourage sitting at the table � children should not be walking/running when eating � Your child will have definite food likes and dislikes and may refuse certain foods � Continue to encourage new foods � which may take 15 tries before being accepted � Drinks from a cup or beaker � Encourage independent feeding using small child size utensils e.g. fork, spoon � A spoon and fork should be held between the fingers palm up. Introduce a child size knife for practice � Should have adult supervision at meal/ snack times � encourage slow eating � Mealtimes should last for up to 20 minutes � Some types of food are a choking hazard and should be avoided in babies and young children � This list may not included everything � so it is important that you sit with your little one at each meal & snack time � Young children should be encouraged to sit down and eat rather than run around � Hard lumps of any size should be avoided � Raw vegetables are often hard � so offer soft cooked sticks e.g. carrot, courgette and celery � Hard pieces of raw fruit such as apple and pear should not be given � Avoid slippery foods such as pieces of canned fruit � cut them up into small pieces or mashed e.g. sweet corn kernels; � Hard lumps of any size should be avoided in children under the age of 3 years, as they require very developed chewing skills. � Raw vegetables, hard or stringy meat, hard peas and beans, hard dried fruit, toasted or hard sugar syrup coated cereals and `granola' type products and hard crisp or chip products are all examples of foods that should be avoided. � For toddler and young children all finger foods should be cut in short thin stick e.g. lengthways rather than then being round in shape, as this reduces the risk of choking - Mini sausages / mini scotch egg balls - Cut whole grapes, berries, cherries, melon balls, cherry / plum tomatoes lengthways into quarters - Cut orange / satsuma segments into quarters � take the pips out - Chunks of fish flaked should be checked for bones * Suggested feeding times: 8-9 am, 11-1 pm, 4-5pm with milk before or with breakfast and just before bedtime (ensure you brush you little children's teeth at least twice a day e.g. after breakfast and before bed) 14 15 Simple week meal planner From 12 months of age Day With or before breakfast Child's usual milk Breakfast Mid morning Lunch Evening meal Before bed Child's usual milk MONDAY Porridge with milk, peaches & granola (ground into a fine crumb) Vegetable sticks & hummus Mini packed lunch* Meat, chicken or fish based ready prepared child's food Fruit pot Meat, chicken or fish based ready prepared child's food Yogurt Meat, chicken or fish based ready prepared child's food Oat based pudding Meat, chicken or fish based ready prepared child's food Fruit pot Meat, chicken or fish based ready prepared child's food Fruit pot Meat, chicken or fish based ready prepared child's food Oat based pudding Meat, chicken or fish based ready prepared child's food Custard TUESDAY Child's usual milk Toast with smooth peanut butter & banana Porridge with milk, peaches & ground almonds Toast with smooth almond butter & jam Grated cheese, cherry tomatoes & grapes Asparagus wrapped in ham Mini packed lunch* Child's usual milk WEDNESDAY Child's usual milk Mini packed lunch* Child's usual milk THURSDAY Child's usual milk Broccoli, olives & breadsticks Mini packed lunch* Child's usual milk FRIDAY Child's usual milk Porridge with milk & dates, prunes Baby sweetcorn, mange tout & avocado Baby sweetcorn, mange tout & avocado Vegetable sticks & mashed avocado Mini packed lunch* Child's usual milk SATURDAY Child's usual milk Toast with smooth peanut butter & marmite Porridge with milk, raspberry & ground almonds Mini packed lunch* Child's usual milk SUNDAY Child's usual milk Mini packed lunch* Child's usual milk NOTES: A. Children between the ages of 1 and 3 need to have around 350mg of calcium a day. About 300ml of milk will provide this. Non-dairy calcium enriched drinks may also be used. B. All round or slippery foods e.g. olives, cherry tomatoes, grapes, cucumber should be cut lengthways into thirds or quarters. Where possible they should also be peeled. C. Children should eat sitting down and be supervised at all times whilst eating D. Hard foods such as carrots should be lightly cooked E. *Mini packed lunch � see the recipes for lunch boxes below � these can be adapted for the age of your child and what textures of food they can eat e.g. fork mashed F. If your child needs to gain weight add: 1 � 2 teaspoons of Marvelous nut dust or smooth peanut butter to each main meal 16 17 Shopping list For the recipes you can buy fresh, frozen or tinned fruit and vegetables. All of these ingredients are available in budget as well as other supermarkets. Fr ui t & Ve gg ies � Frozen pe as ixe d pe pp ers � Frozen /f re sh m rn � Frozen swee t co rrot s � Frozen /f re sh ca sh, ge m sq ua sh � Bu tter nu t sq ua swee t po tato � Swee t po tato, ble Ka le, ca bb age, � Al l gree n ve ge ta urge tte, gree n Br us se l Spro uts, co ga r sn ap pe as, be ans, cucum be r, su li, runner be ans m ange to ut, broc co pa rs ni ps � Swede, tu rn ip s, s , pi ne apple , ch er rie � Banana, m ango es ache s, ne ctar in (withou t stones), pe � Av oc ado spbe rr ies � Frozen /f re sh ra ue be rr ies � Frozen /f re sh bl ango � Frozen /f re sh m in ju ice � Ti nned pe ache s ju ice � Ti nned pr unes in ric ot s � Re ad y to eat ap � Su lta na s Nut bu tters (n o adde d suga r va rie tie s) � Smoo th pe an ut bu tter � Smoo th ca sh ew bu tter � Smoo th almon d bu tter Pu ls es & grai ns � Ch ic kp ea, be an or gram flo ur � Ti nned ch ic kp ea s � Le nt ils � gree n an d re d � Grou nd almon ds � Q ui no a Oi ls � Co co nu t crea m � Ol ive oi l Fi sh & meat � Whi te or oi ly fish � Lam b � Be ef � Ch ic ke n He rb s & sp ice s in t � Frozen /f re sh m ri an de r � Frozen /f re sh co nger � Frozen /f re sh gi ic � Grou nd tu rmer namon � Grou nd cin 18 19 Recipes � Breakfasts � Power energy balls � Warming soups � Bento boxes � Family favourites � Sweet things 20 21 Marvelous nut dust This Marvelous nut mix is bursting with goodness � nutritious nuts are rich in protein, fats, energy and micronutrients. For those who are trying to make the most out of every mouthful use the Marvelous nut dust on cereal in the morning, an added crunch to a pitta pocket or sprinkled on pasta and rice dishes to provide an unexpected flavour burst. The Marvelous nut dust can be spiced up with some dried chili flakes. Granola Ingredients � � � � � 100g Pistachios 100g Almonds 100g Pecan nuts 100g Walnuts 100g Brazil nuts Other kinds of nuts that can be included: � � � � Macadamia Hazelnuts Chestnuts Peanuts Ingredients � � � � � � 300g oats 200g chopped nuts (almonds, pistachio, hazelnuts) 50g dried apricots 45g (3 tablespoons) golden syrup 2 tablespoons of olive oil � teaspoon vanilla extract Method 1. Where possible buy ground nuts e.g. ground almonds 2. For whole nuts, use a hand held blender or mini food processor to blitz the nuts into a fine dust. For larger nuts such as Brazils cut into pieces before blitzing 3. Store in an airtight container Method 1. Heat the oven to 200oC / 180oC fan / gas mark 6 2. Add all of the ingredients to a mixing bowl and stir until everything is covered in golden syrup/oil � it may be easier to mix using your hands 3. Spread the mixture in a thin layer on a baking sheet (use greaseproof paper) 4. Bake for 10 minutes until lightly toasted 5. Cool before storing then crumble into small pieces 6. Store in an airtight container for up to 2 weeks Nutrition content per 100g 655 kcal / 14.5g protein Serving suggestion 1 tablespoon = 15g � 100kcal / 2.3 protein Serving suggestion Important to note: � For children under the age of 5, nut dust should be ground into a fine crumb with no hard lumps or chunks of nuts which may be a choking hazards � As there is a choking risk with crumbs, it is also important the nut dust is mixed well into food and not offered only as dust � The nut dust should be kept in a sealed container out of the reach of young children � If your child has a nut allergy do not use the Marvelous nut dust in food. If there is a history of nut allergies in the family and you are unsure if your child can tolerate nuts, please discuss nut introduction with your Health Care Professional. Add 2 � 3 tbsp to your usual cereal and milk Important to note: � For children under the age of 5, Granola is not suitable and should be ground into a fine crumb with no hard lumps or chunks which may be a choking hazards � As there is a choking risk with fine crumbs, it is also important the granola crumb is mixed well into food. � The granola should be kept in a sealed container out of the reach of young children. 22 23 Breakfast porridge Ingredients � 50g rolled oats � 300ml full cream milk or your child's usual milk � Pinch of salt Prunes, dates & ground almonds Ingredients � 150g tinned prunes in juice � 30g ready to eat apricots � 20g (2 tablespoons) ground almonds Method 1. Place the tinned prunes and ready to eat apricots (approximately 8) with the prune juice in a pan and simmer on a low heat for 5 minutes or until the fruit is soft 2. Add in 20g or 2 tablespoons of ground almonds 3. Using a stick blender, puree ingredients until smooth 4. Portion into ice cube trays Method 1. Add the oats and full cream milk to a pan 2. Place on a medium heat 3. As the mixture starts to bubble, stir well 4. Once it is thick, take off the heat and serve in a bowl 5. Add your favourite topping (from the following pages) and eat whilst warm Serving suggestion 2 � 3 cubes added to your porridge Important to note: � Instant porridge can be used following manufacturer's instructions, rather than making your own � If you don't like hot porridges you can add one more of the toppings below to your usual cereal with milk, to which you can add a dollop of yogurt 24 25 Peaches, sultanas & ground almonds Ingredients � 150g tinned peaches in juice � 30g sultanas � 40g (4 tablespoons) ground almonds Mango & almond butter Ingredients � 200g fresh mango � 30g (6 level teaspoons) almond butter Method 1. Peel and chop the fresh mango into chunks 2. Place in a bowl along with 30g smooth almond butter (6 level teaspoons) 3. Using a stick blender, puree until smooth 4. Portion into ice cube trays Method 1. Place the tinned peaches, juice and sultanas in a pan and simmer on a low heat for 5 minutes 2. Add in 40g or 4 tablespoons of ground almonds 3. Using a stick blender, puree until smooth 4. Portion into ice cube trays Serving suggestion (both) Serving suggestion 2 � 3 cubes added to your porridge 2 � 3 cubes added to your porridge Raspberry, banana & almonds Ingredients � 200g fresh or frozen raspberries � 200g banana � 50g ground almonds Method 1. Peel and chop the banana into chunks 2. Put the raspberries into a bowl along with the banana and ground almonds 3. Using a stick blender, puree until smooth 4. If the puree is a little thick add a splash of almond milk/whole milk 5. Portion into ice cube trays 26 27 POWER ENERGY BALLS Date & apricot power balls These are great for little mouths as between meal snacks or as part of a dessert with some fresh fruit. Dino soup Ingredients � � � � � � � WARMING SOUPS Method � � � � � 500ml water 150ml single cream 1 tablespoon of olive oil Salt and pepper Home made croutons e.g. soft bread cut into small cubes 1. Heat the oil in a large saucepan over a medium heat 2. Add in the finely chopped celery, onion and cook until soft 3. Add in the broccoli, courgettes, peas, basil, chicken stock and water 4. Bring to the boil and cook until the vegetables are tender (5 minutes) 5. Using a stick blender carefully blend until the soup is smooth 6. Add in the single cream and seasoning 7. Serve the soup in bowls or teacups, sprinkle with croutons � this makes a great between meal snack Ingredients � 250g walnuts or ground almonds, or other nut/seed of choice � 250g shredded unsweetened coconut � 320g soft Medjool dates, pitted � 2 tablespoons sunflower oil � � teaspoon sea salt � 1 teaspoon vanilla extract 400g broccoli 400g frozen peas 400g courgettes 2 sticks of celery 2 onions finely chopped Small packet of basil 500ml chicken stock Important to note: � For children between the ages of 1 � 3 years of age, offer small cubes of soft bread dipped in the soup instead of ready to eat croutons which are too are too hard for young children and may pose a choking risk. Method 1. Roughly chop the dates 2. Keep � of the coconut to one side in a bowl for rolling the balls in, to coat them in coconut 3. Put all of the ingredients into a bowl. Using a hand held whisk or food processor blitz until it is a smooth paste 4. Take a teaspoon or tablespoon of mixture (depending on the size of ball you want) and roll into a ball 5. Roll the ball in the coconut 6. Place on parchment or greaseproof paper 7. When finished rolling the balls, put them in a greaseproof paper lined container and put them in the freezer 8. Pop a few in a snack box or as a dessert � can be eaten frozen! 28 29 Super hero orange soup Ingredients � � � � � � � � 800g butternut squash 400g sweet potatoes 2 sticks of celery 2 onions finely chopped Small packet of coriander 500ml chicken stock 500ml water 50ml orange juice � 150ml coconut cream � 2 tablespoons nut butter � Small pinch of chili (optional) � 1 tablespoon of olive oil � Salt and pepper � Home made croutons e.g. soft bread cut into small cubes WARMING SOUPS Bento boxes Method 1. Heat the oil in a large saucepan over a medium heat 2. Add in the finely chopped celery, onion and cook until soft 3. Add in the butternut squash, basil, chicken stock, orange juice, coconut cream, chili (optional), seasoning and water 4. Bring to the boil and cook until the vegetables are tender (25 � 30 minutes) 5. Using a stick blender carefully blend until the soup is smooth 6. Serve the soup in bowls or teacups, sprinkle with home-made croutons � this makes a great in between meal snack Important to note: � Use home made croutons using small cubes of soft bread. Ready to eat croutons are too hard for young children and may pose a choking risk. 30 31 BENTO BOXES Fusilli, ham, peas & cheese Ingredients � � � � � � Photo 1 Ham & cheese pitta & fresh fruit Ingredients � Small toasted wholemeal pitta, cut into strips � Handful of grated cheese � Slice of ham � Olives � Red pepper � Passion fruit, figs, grapes (or other seasonal fruit) BENTO BOXES � Edamame or green beans 50g fusilli � Pomegranate seeds 1�2 slices of ham � Grapes 25g frozen peas � Pear 30g grated cheese Carrots ribbons 1 teaspoon Marvelous nut dust Method 1. Cook some fusilli in boiling water until al dente (has a bite to it), add the peas and cook for a further 1 � 2 minutes 2. Whilst the pasta is cooking shred the ham and grate the cheese 3. To the hot drained pasta add the ham, Marvelous nut dust and grated cheese mixing well 4. Using a vegetable peeler make some carrot ribbons 5. Take 10 � 15 edamame beans and thread onto a food pick or plastic skewer 6. Cut the fruit lengthways, add a few pomegranate seeds 7. Put into the bento box Photo 3 Photo 2 Method 1. Arrange the pitta strips in the Bento box with the ham and grated cheese 2. Put the olives, cut length ways in half or quarters with the lightly steamed red pepper pieces 3. Arrange the fresh fruit in the other side of the Bento box, peel and cut grapes length ways in half or quarters 4. Use a child size soft teaspoon to scoop the inside of a fig or passion fruit (Photo 3) Photo 4 Important to note: � All vegetable and fruit should be washed before eating � Lightly steam hard vegetables � All vegetables and fruit should be cut length ways into small pieces, and some will need to be peeled � Recipes can be change to inclu
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A Guide To Your Appointment At The Orthoptic Department

Description: Your appointment at the orthoptic department A guide for children and adults with developmental disabilities Your appointment All our patients are different. We see everyone from young babies to adults. Because of this, it’s difficult to show everything that may happen at your visit. This is a guide to what may happen during your visit. This is the Eye Unit. The orthoptic department is inside the Eye Unit. In the department we look at your eye problems and help to make them better. This is the orthoptic reception and waiting room. Sometimes it can be a bit busy. If that’s difficult we can try to find you somewhere quieter to sit. Orthoptic rooms When it is your turn, we will call your name. You will walk down a corridor and go in to one of our six orthoptic rooms. The orthoptist (eye specialist) will talk to you and your parent/carer about your eyes. This is a good time to tell us if there is anything you really do or don’t like. At times we may be wearing a face mask, please talk to us about what you would prefer We might ask you to wear these glasses to do the tasks. It’s a bit like wearing sunglasses, but one eye is dark and the other is clear. Vision tests We might ask you to tell us some pictures or letters. If it’s tricky, don’t worry. We can use matching cards to help with this test. Some more vision tasks We might do these 3D games These can be great fun! We might ask you to look through a piece of glass called a prism. The tasks might make your eyes feel a bit strange. This won’t last long. We might show you some letters or pictures to look at while one of your eyes is covered. We might show you a light and move it around. We might ask you to look at this special camera. It helps us decide if you might need glasses. We will turn the lights off. This can be noisy. Let us know if you would like the noise turned off! After the orthoptist At your first appointment it is likely that you will also need to see the doctor or optometrist (another type of eye specialist). The next pages will explain what might happen before you see them and what tests they might do. Eye drops We may need to put a small drop of liquid into each of your eyes. There are different types of eye drops. Some drops can make you sensitive to bright lights and make your vision feel blurry, so please bring some sunglasses with you. Eye drops take at least 30 minutes to work. Feel free to bring something with you to do while you wait and some snacks. Imaging tests You may also meet our imaging team. They will take some special photos of your eyes or test your visual fields (peripheral vision). If you need these tests, the orthoptist will let you know. You will need to wait in the waiting room until the imaging team are ready to see you. Seeing the doctor or optometrist After your eye drops have worked (if you need them), the doctor or optometrist will call you from the waiting area and take you to another room. The optometrist or doctor may ask you to look through different lenses and shine a light at your eyes. It might feel bright and a bit uncomfortable, but it won’t last long and doesn’t cause any harm. You may have to rest your chin on this machine. It helps us look at your eye closely. The optometrist or doctor might wear this on their head. They will hold up a lens to your eye and shine a bright light at your eye. This is to check that the whole of your eye is healthy, even at the back. They will do this to both eyes. Why are eye tests important? Even though it might be scary to come to the eye unit, it is important to look after your eyes. Having eye tests can help us know if you need glasses. Eye tests are a good way to check that your eyes are healthy. Tips for the day As well as seeing the orthoptist you may also need to see the imaging team and then the doctors or optometrist. You may have to wait to be seen by these different team members. Bring some toys, books or colouring to help you feel more comfortable while you wait. Bring some snacks. Please let a member of the team know if there is anything we can do to make your visit to the orthoptic department easier or if you have any questions. We will always do our best to help. Our telephone number is 023 8120 4789.
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Following a purée diet after a gastrectomy or oesophagectomy - patient information

Description: During your recovery, it's really important that you eat a nourishing diet to help the healing process and to minimise weight loss.
Url: /Media/UHS-website-2019/Patientinformation/Digestionandurinaryhealth/Following-a-purée-diet-after-a-gastrectomy-or-oesophagectomy-1266-PIL.pdf

Recipe book - For babies who need to make the most of every mouthful

Description: RECIPE BOOK For babies who need to get the most out of every mouthful Contents 04 06 11 14 15 16 18 20 22 Acknowledgements & introduction Getting started... and useful tips Weaning advice (chart) Simple feeding plan for the first month (chart) Simple week meal planner (chart) Some general advice Shopping list Recipes: Contents Recipes: Veggies � Sweet potato & cashew butter � Peas, potatoes & mint � Butternut squash, peanut butter & cinnamon � Peas & carrots Recipes: Fruit � Prunes, apricots & ground almonds � Peaches, sultanas & baby rice � Mango & almond butter � Raspberry, banana & almonds Recipes: Colours of the rainbow � PURPLE: Plum, aubergine & blueberry � RED: Beetroot, apple, red pepper & cashew butter � ORANGE: Sweet potato, butternut, carrot & cinnamon � YELLOW: Mango, yellow courgette, sweet corn & turmeric � GREEN: Pea, kale, pear & avocado � WHITE: Apple, cauliflower & celeriac Recipes: Growing up � Pollock, carrots, kale, butternut squash & potato � Avocado, apple, lentil, broccoli, courgette & mint � Beef & prunes with mashed potato � Aromatic chicken & rice � Mauritian lamb with lentils & rice Recipes: Family favourites � Fish fingers & sweet potato chips � Bobotie � Pasta bolognaise � 1st Birthday cake 24 26 32 36 enjoy... 02 Acknowledgements This book has been written by Dr Luise Marino (RD, PhD) Clinical Academic Paediatric Dietitian at Southampton Children's Hospital. This book is part of independent research arising from a (Dr Luise Marino, Health Education England/NIHR Clinical Lectureship (ICA-CL-2016-02-001) supported by the National Institute for Health Research. The views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the National Institute for Health Research, Health Education England or the Department of Health. The following people have provided generous help and feedback: � Parents of babies who need to make the most of every mouthful � thank you for your time and feedback, without which this book not be possible � Paediatric Dietitians � Catherine Kidd, Natalie Davies, Sian Phillips, Carol Fudge, Jennifer Hoare � for your expertise and invaluable comments � Paediatric Speech and Language Therapists � Lowri Daniel, Julia Robinson, Lucy Cuthbertson � for your guidance and practical instruction � Dr Rosan Meyer � for being so giving of her expertise and generously allowing us to adapt her weaning advice table � Specialist Paediatric Cardiac Liaison Nurses � Gill Harte, Colette Cochran, Cate Anson and Dr Tara Bharucha Consultant Paediatric Cardiologist � for your unfailing support and advice � Southampton Children's Hospital Charity and the publishers � Michelle Wheeler, Judith Stephens, Amy McBrayne, Alanna Lee for making it all possible � Angela Award Brown � for giving her time and photography for this book (http://www.feastsshootsandleaves.co.uk) and WhitSpaces, Arlseford for allowing us to use their incredible space � Heather Pierpoint (headfudgedesign.co.uk) � Graphic designer for bringing the publication to life Dedication For all the families and their precious babies who we are privileged to meet � your stories and journeys inspire us to do better. RECIPE BOOK For babies who need to get the most out of every mouthful From around 6 months � 12 months of age Who is this book intended for? Some babies are born with conditions which mean they need to get the most out of everything they drink and eat. These babies include those with congenital heart disease (CHD), cystic fibrosis (CF) and some babies who are born too early. For lots of different reasons weight gain and feeding problems are common amongst these babies and as a result some do not gain weight well. We have heard from parents that much of the advice available on parenting and baby websites does not give enough information to help with weight gain and moving babies onto food, which is why we have decided to write this book. This recipe book is the first of a series where we hope to provide practical advice as to how to get the most of our every mouthful. The recipes and advice within this booklet will not be suitable for infants with inherited metabolic disorders, kidney problems and for those with food allergies. If your baby has a food allergy or there is a history of food allergies in the family discuss food introduction with your paediatric dietitian. If you are unsure, please check with your dietitian/speech and language therapist or health care team about any of the information contained in this book. This book is not meant to replace medical advice and you should seek advice from your local health care professional if your baby is not gaining weight well or is having feeding difficulties. The information in this recipe book does not replace individualised dietetic or speech and language advice that has been adjusted for a child's oral motor skills. The information is correct at the time of publishing, and undergoes periodic reviews to ensure up-to-date evidence is used. Dr Luise Marino (RD, PhD) Clinical Academic Paediatric Dietitian HEE/NIHR ICA Clinical Lectureship Endorsement "As a new mum who is just about to start her baby's first weaning process it's so important that parents and carers get access to good dietary information, particularly if your child needs to get the most of every mouthful. This book has been created not only to support families through this process but with every penny raised going directly to the children's hospital to fundraise for valuable services to improve the life of children across the region" � Shelina Permalloo � Southampton children's hospital charity ambassador and winner of MasterChef winner 2012, restaurateur Lakaz Maman, Bedford Place, Southampton thank you 05 Getting started... What to expect in the beginning... Weaning your baby can be both an exciting and daunting process. Starting solids is a huge event for your little one. Up until now, they have only had the tastes of milk and medicine. But all of sudden there's a whole new world of tastes and textures to explore. Babies are not born knowing how to eat so don't be surprised if your little one isn't quite sure what to do, or if food is spat back out to begin with. As with drinking milk some babies find weaning easier than others, so try not to compare your little one to other babies or indeed other siblings. They will still be getting most of the nutrients they need from milk, so how much your baby eats is less important than getting them used to the idea of trying new flavours and textures. Ages and stages All babies are different � some babies take longer to move from the different texture stages, this is quite normal. Below is a general guide based on baby foods available in the supermarket. It also gives an idea of what home made foods should look like. � Stage 1: Smooth purees are best made with a blender and can be either - Thin puree runs easily off a spoon - Standard puree drops easily off a spoon - Thick puree can be eaten with a spoon � Stage 2: Thicker puree with tiny very soft lumps � Stage 3: Mashed foods usually blended - Thick puree with less sauce and small moist soft lumps around � the size of a 5p piece � Stage 4: Fork mashed and chopped are soft foods mashed down with a fork - Thick with small moist soft lumps around the size of a 5p � 10p piece Complementary food can be introduced from 17 weeks of age and by 6 months of age, depending on your little one's feeding readiness and oral skills To help you and your little one get started, here are some useful hints and tips for those first feeds � Always sit with your little one when they are eating � never leave them alone with food � Choose a time when both you and your little one are relaxed and there is not too much going on � usually mid-morning or lunchtime � After the first week or so you can introduce a new taste every few days to help expand the variety of foods they eat. Think of a rainbow and introduce a range of different coloured foods � Sit your baby in a supportive chair, or if able to sit, in their high chair. Use a small soft-flat weaning spoon and offer a very small amount When introducing something new... � Change only one thing at a time e.g. making a familiar flavoured pur�e slightly thicker or lumpier, or keep a familiar texture when you introduce a new food � Encourage your baby with smiles and sounds. It's important for them to know they're doing well � If possible have something to eat at the same time so they can see you are enjoying food too � Make gradual changes to texture sometimes just by adding a � a 5p piece amount of slightly lumpier food aid course which provides advice on what to do if your baby chokes on food � Remember all of the senses are involved in eating and drinking; smell, touch, sounds, sight and smells; - We eat food with our eyes, so it is important to make food look good - Touching food is as important as eating, so let you little one get messy - Smells of delicious food can encourage babies to eat 2 Offer your little one a variety of foods � think of a rainbow and all the different colours of food you could offer them to eat Before you start the exciting journey of introducing food It is important to consider whether your little one is ready � talk to your little one's health care team. As a general guide some signs of readiness are: � Your baby can hold their head up and has good head and neck control � Sits with support � You'll find your baby's mouth closes around the spoon and food stays in their mouth � You'll find your baby watches you eat and reaches for food � You'll find your baby leans forward and forward and opens their mouth when food approaches How do I know when my baby has had enough to eat? � Take your baby's lead to see when they've had enough � They'll start batting the spoon or bottle away, shut their mouth or turn their head away when they are finished � stop at this point � Your baby will also eat different amounts each day e.g. sometimes they may eat five teaspoons at one meal and very little at the next � it's all normal. You may even find your little one only eats well once every couple of days � All foods can be a choking hazard, so always sit with your baby whilst they are eating � it is a good idea to go on a first Babies should get messy when they eat � Let them get some food around their mouths, try not to wipe their mouth, hands and face clean after every mouthful e.g. with the spoon or wet wipe � Don't worry if your little one makes a face or even spits food out. Remember it can take 15 � 20 times of trying something before your little one will like it � so don't give up if they pull a face when you given them broccoli! 06 07 What foods should I give at this stage? The best food to begin with is often something like baby rice � it is very smooth and usually contains lots of extra vitamins and minerals, helping to support your baby's growth. Begin feeding your little one with a very small amount � for example 1 teaspoon. Then slowly increase the amount up to 1�3 measured tablespoons over a number of days or weeks. You'll also find that pureed vegetables such as carrots, parsnips, swede and potatoes are great first foods, as are unsweetened pureed fruits like apples and pears. Other good foods to include are; � Well-cooked red meat, chicken and fish, finely pureed with rice or vegetables � Smoothly pureed lentils, dhal or beans served with vegetables or rice � Eggs, soya and milk are also good sources of nutrients � The latest advice on peanuts encourages you to give your baby nuts � ensure nuts are finely ground to avoid choking or try nutritious smooth nut butters instead. Ready-made infant meals can be enriched using the ideas below. For home-made purees, there are some recipes included in this weaning guide � feel free to `swap' ingredients to make new combinations. To make the puree the right consistency for your little one, use your baby's usual milk instead of water. � Following a meal offer a fruit or full cream yogurt based dessert or custard or rice pudding or mashed avocado � For older babies e.g. > 10 months a teaspoon of grated cheese/cream cheese can be added to mashed potato or meat dishes, instead of a nut butter We do not recommend the addition of extra oil or cream to food � if you have had a heavy rich meal it can make you feel sick, babies have the same feeling. Instead try to use a teaspoon of smooth nut butters, coconut cream or smooth plain cream cheese or a small pinch of grated cheese. 4 From 7�8 months of age � offer textures and finger foods as well as pureed food at mealtimes When should I start adding texture? Amazingly, your baby doesn't need teeth to chew! Once your little one has become used to smooth textures and mild tastes, now is the time to gradually move them on to finely mashed foods. It'll encourage chewing which is important for developing muscles, and, believe it or not, speech. To begin with, if you are using pouches or a jar, take � � 1 teaspoon of stage 2 food and add it to the stage 1 food, mixing well. You may find your little one doesn't notice or gags a little bit, this is normal. Once they have got used to this texture add 2 � 3 teaspoons in until you have completely moved over. If you are using home made food, before it is a very fine puree take � � 1 teaspoon of a slightly coarser texture out and follow the same process. teach your baby simple tastes, e.g. green and orange vegetables and offer finger foods of these vegetables at the same time so they can learn what family foods look and feel like � Move onto textures that suit their age and stage. If your little one has had reflux or a nasogastric tube they may find it difficult to move onto food which has lumps and they may stay on one stage a little longer � don't worry too much if at 10 months of age they are still on smooth purees, your therapist will be able to provide advice � Change over to more textured food slowly making small changes every 2 � 3 days � Offer a mix of puree and finger foods at the same meal, so your little one can pick up items and self-feed. It may take a while for them to get the hang of it � All babies develop differently and they may only want to feed themselves when they are much older. So don't worry if they are not interested yet � Let your little one play with their food and get messy! It all helps them learn to accept lots of different foods � Babies and toddlers learn from watching you eat. So if they see you enjoying fruit and vegetables with your meal, they'll learn to love them too � Ideally your baby will sit in a high chair at the table and eat at the same time as the rest of the family Finger food for little fingers from around 7 months of age At first most of the food that is offered will go on the floor, but don't worry! Remember, we eat with all of our senses, so let them enjoy this journey of discovery. The easiest type of finger foods are those that dissolve � these make good first finger foods: � Puffs, baby biscuits The following finger foods are quick to prepare, packed with goodness and let your little one practice their picking up skills � the aim for these is to get your little one used to seeing what family foods look like � so don't worry if they are not eaten: � Soft-cooked vegetable batons like carrots, swede, sweet potato broccoli, avocado � Strips of meat are not usually offered until 10 months � Peeled soft fruit batons/thin slices such as melon sticks, banana, pear, peach slices � Baby biscuits like rusks that dissolve without crumbling How can I make meals energy-nutrient dense? As babies have small tummies (about the size of their fist) it is tricky to fit a lot in without either making them feel or be sick. You can use the nutrient dense recipes provided in this book or add the following examples to your little one's meals; Breakfast: � Add � � 1 teaspoon of smooth nut butter (almond, cashew, peanut) to warm baby porridge or � Add 1 tablespoon smooth fruit puree � To make the puree to the right consistency for your little one use your baby's usual milk instead of water Lunch and supper: � Offer protein at both main meals such as meat, fish, chicken or beans/lentils with a starch (rice/potatoes/pasta) and vegetables � add � � 1 teaspoon of a smooth nut butter � As you baby gets older e.g. over 9 months of age and their portion size increases, increase the amount of nut butter to 1 � 2 teaspoon per meal 3 How long will my baby need energy-nutrient dense feeds for? Your little one's dietitian or health care team will be able to provide advice Should I use shop bought or home-made food? Most families like to mix and match between puree meals they have made at home and ready to use infant food. Shop bought baby food is made to very high standards, so for busy families it is often a good alternative to home-made meals. What about finger foods? � Below are some tips on how to use a `mix and match' approach to weaning � at mealtimes � Offer individual tastes of puree foods to 08 09 Weaning advice: For babies needing to make the most of each meal Once your little one reaches 7 or 8 months, they may have a firmer grip � sometimes this develops a little later in babies who have had a number of operations. At this stage they may be able to use a finger and thumb to pick up smaller foods which helps them keep hold of foods like broccoli and develop their hand-to-eye co-ordination. Getting to grips with food is a great way for your baby to learn about exciting new tastes and textures. As all little ones learn new things at a different pace some will take a bit longer to learn to hold smaller bits of food. It is good to carry on offering pieces of food that are long enough to grip with the palm of the hand so they can bring it up to their mouth. HELP! � my baby is gagging during a meal It is normal for babies to gag when food is being introduced. The most important thing to remember is this is all new to your baby � some babies take longer than others to get the hang of it. If you are finding any aspect of introducing food difficult or your little one is showing signs of not wanting to eat at all � don't suffer in silence � we are here to help. Talk to you little one's health care team and speech and language therapist about how you and your baby can be supported. Food and feeding advice Stage 1: Around 6 months Introduce dairy, eggs, ground nuts meat, chicken, fish, wheat and soy Stage 2: Around 8 �10 months Encourage finger foods Stage 3 & 4: Around 10 months Encourage family foods and self feeding � Continue on breast milk or nutrient energy dense feed (16�18oz) � Continue with vegetables and fruit � place 1 or 2 food pieces on the highchair table � Continue with yoghurt/cheese � Main meals should include protein e.g. chicken, fish, beans, lentils, meat along with veggies and start e.g. potato, rice, pasta � If you are using ready to use baby food, add 1 teaspoon of smooth nut butter to each meal including porridge at breakfast Type of food to offer If you are making food at home, try some of our recipes in this booklet. � Continue on breast milk, usual formula milk or a nutrient energy dense feed formula (20 �22oz per day) � Offer 1 new fruit, vegetable or starchy food per day � First, offer baby rice, baby cereal (these have extra vitamins and minerals), cooked fruits or vegetables � Move on to foods such as milk, egg, nuts, chicken, turkey, lamb, beef, fish, wheat and pulses � After a few weeks every meal can have a carbohydrate, veg/fruit and a protein portion � If you are using ready-made baby meals add ��1 teaspoons of smooth nut butter to each meal including porridge at breakfast � Start with 1�2 ice cube amounts of food per meal. � Offer 1 meal per day then over 1 � 2 weeks increase to 3 meals per day. � At this stage of weaning, new tastes are more important than the portion size � Know when your little one has had enough e.g. turning his/her head away, closing his/her mouth � From around 7 months give soft lumps and finger foods put out on highchair table at same time as other food � Mealtimes should last for up to 15 minutes � When your baby can sit, introduce a high chair and make sure they are well supported in the highchair � Provide a spoon to play with and encourage playing with food � getting as messy as possible! � Continue on breast milk or nutrient energy dense feed formula (18�20oz) � Main meals should include protein e.g. chicken, fish, beans, lentils, meat along with veggies and start e.g. potato, rice, pasta � If you are using readymade baby meals add 1 � 2 teaspoons of smooth nut butter to each meal including porridge at breakfast � Try some of our recipe ideas from page 20 Portions � Soft lumpy meals (bigger lumps) � Know when your little one has had enough e.g. turning his/ her head away, closing his/ her mouth � Mealtimes should last for up to 15 minutes � Small pieces and bigger lumps � Promote finger foods � Know when your little one has had enough e.g. turning his/ her head away, closing his/her mouth � Mealtimes should last for up to 20 minutes Mealtimes � Should sit in a high chair � Provide a spoon to play with � Let your little one touch or play with food � Should sit in a high chair � Let your little one touch or play with food � Encourage self feeding * Suggested feeding times: 8-9 am, 11-1 pm, 4-5pm with milk in between (this is just a guideline) 10 11 Weaning advice: For babies needing to make the most of each meal Stages 1 Weaning advice: For babies needing to make the most of each meal Texture � Your little one's therapist may suggest a particular thickness of pur�e � Smooth pur�e can be either: - Thin pur�e runs easily off a spoon - Standard pur�e drops easily off a spoon - Thick pur�e can be eaten with a spoon � The thickness of a pur�e is changed by heat e.g. as food cools it can become thicker � Other foods such as cereals may need extra liquid or extra time for the milk to soak in � At this stage the lumps should be small and soft � When you are moving onto this texture there should only be a small amount of lumps � Blend the food stopping just before it is a smooth pur�e � take out a teaspoon of very well mashed food and put to one side� carry on blending then add the coarser texture back in � If your little one still finds this texture difficult � try half a teaspoon next time � Gradually increase the texture every 2 � 3 days unless your therapist advises otherwise � Fork mash needs some preparation in the mouth before swallowing � Avoid offering foods that have a mix of textures e.g. lumps floating in liquid such as cereal in milk What does it look like � Foods in this stage are very smooth and have no lumps � This is usually the first stage of foods that are tried � These foods need to blended or sieved for a very smooth texture Feeding skills � Smooth pur�es can be swallowed easily � No chewing is needed � Pur�e can be managed by sucking and swallowing � A standard pur�e that drops easily off a spoon is the easiest for little ones starting out to eat Stages Finger foods What does it look like � From around 7 months start to offer finger foods put a variety of different foods out on highchair table at same time as other puree foods � To begin with most food will end up on the floor � To begin with, the best types of foods to start off with are ones that dissolve easily e.g. sweetcorn puffs � Dissolving foods melt evenly in the mouth without leaving lumps e.g. carrot puffs � These types of food help with chewing skills as your little one needs enough skill to be able to hold the food in the mouth until it melts � Other good finger foods to then move onto are steamed, such as well cooked carrots sticks, banana, avocado, soft pear, soft flaky fish, toast finger, pasta shells � Some types of food are a choking hazard and should be avoided in babies and young children � This list may not included everything � so it is important that you sit with your little one at each meal & snack time � Young children should be encouraged to sit down and eat rather than run around Feeding skills � Always try the food yourself to check it dissolves easily before giving it to your little one � Foods that dissolve should initially be placed at the side of the mouth where their back teeth will come to encourage tongue movement � With practice your little one may be able to bite pieces off (bite-anddissolve) Texture � Always sit with your little one when they are eating any food � If able offer bite and dissolve foods e.g. vegetable flavoured puffs between meals � Move on to soft cooked vegetables, small pasta shells and soft fruit. � It is sometimes useful to offer these foods as in between meals snacks, so you are your little one can enjoy them exploring new foods and textures together 2 � When your little one is ready to move onto stage 2 foods, start by offering a thicker smooth stage 1 pur�e � Foods in this stage are still blended but to a coarse pur�e with a thick sauce � There will also be small moist, soft lumps and � the size of a 5p piece � In this stage flavour combinations are more complex and have a slightly stronger taste, e.g. cottage pie � In this stage your little one will be developing their feeding skills further learning to use their lips and tongues more for eating � Some little ones take a while to adapt to a change in texture � this is normal as not every baby develops at the same pace � Try to make very small changes of one thing at a time � Some foods may still need to be smooth pur�e and others mashed e.g. vegetables can be a thick mash, but meat may still need to be a smooth pur�e � Lumps should be moist and soft � Lumps should not be bigger than a 5p piece and they should be soft Choking hazards 3 � Foods in this stage can be well fork mashed and have less sauce � Babies often enjoy quite stronger tastes e.g. mild lamb curry and new combinations e.g. sweet and savoury chicken � Foods are forked mashed with some bite size pieces that older babies can pick up as finger foods � Raw vegetables are often hard � so offer soft cooked sticks e.g. carrot, courgette and celery � Hard pieces of raw fruit such as apple and pear should not be given � Avoid slippery foods such as pieces of canned fruit � cut them up into small pieces or mashed e.g. sweet corn kernels; � All finger foods should be cut in short thin sticks e.g. lengthways rather than then being round in shape, as this reduces the risk of choking - Mini sausages/mini scotch egg balls - Cut whole grapes, berries, cherries, melon balls, cherry/plum tomatoes lengthways into quarters - Cut orange/satsuma segments into quarters � take the pips out and remove any pith - Chunks of fish flaked should be checked for bones 4 � Foods at this stage can have tender pieces: soft cooked pieces e.g. 10p piece size in thick sauce � Sometimes when little ones are not well, they go back a couple of stages in terms of textures and feeding � this is normal so try not worry * Suggested feeding times: 8-9 am, 11-1 pm, 4-5pm with milk in between (this is just a guideline) * Suggested feeding times: 8-9 am, 11-1 pm, 4-5pm with milk in between (this is just a guideline) 12 13 Simple feeding plan for the first month: From around 6 months of age Stages NOTE: Simple week meal planner: From around 6 months of age Day MONDAY How much and when? All babies are different � some babies eat more than others at meal times, this is quite normal Examples � Purees should be very smooth Waking Baby's usual milk Breakfast Baby cereal with milk & � teaspoon smooth nut butter Baby cereal with milk & � teaspoon smooth nut butter Baby cereal with milk & � teaspoon smooth nut butter Baby cereal with milk & � teaspoon smooth nut butter Baby cereal with milk & � teaspoon smooth nut butter Baby cereal with milk & � teaspoon smooth nut butter Baby cereal with milk & � teaspoon smooth nut butter Mid morning Baby's usual milk Lunch Purple meal* Or Baby's usual milk Purple meal* Or Baby's usual milk Purple meal* Or Baby's usual milk Purple meal* Or Baby's usual milk Purple meal* Or Baby's usual milk Purple meal* Or Baby's usual milk Purple meal* Or Baby's usual milk Evening meal Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Fruit pot Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Yogurt Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Oat based pudding Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Fruit pot Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Yogurt Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Oat based pudding Meat, chicken or fish based ready prepared baby food & � � 1 teaspoon smooth nut butter Custard Evening milk Baby's usual milk TUESDAY WEEK 1 � Usual milk feeds plus small but increasing amounts of solids � Days 1 & 2 � In the middle of or after one milk feed, offer 1 small teaspoonful of solids � Days 3 & 4 � In the middle of or after one milk feed, offer 1 � 2 teaspoons of solids � Days 5 & 6 � After one milk feed, offer 2 � 4 teaspoons of solids � Day 7 � After one feed offer 2 � 5 teaspoons of solids � Usual milk feeds plus solids at one or two feeds a day � Breakfast � baby's usual milk plus 2 � 5 teaspoons of solids � Lunch or evening meal � baby's usual milk plus 2 � 5 teaspoons of solids � Usual milk feeds plus solids at two feeds a day � Breakfast � baby's usual milk plus 2 � 3 tablespoons of solids � Lunch or evening meal � baby's usual milk 2 � 3 tablespoons of solids � � � � Usual milk feeds plus solids at two or three feeds a day Breakfast � baby's usual milk plus 2 � 3 tablespoons of solids Lunch � baby's usual milk 2 � 3 tablespoons of solids Evening meal � baby's usual milk plus 2 � 3 tablespoons of solids � Baby first rice cereal � Baby first rice cereal with puree apple � Baby first rice cereal with puree carrots WEDNESDAY Baby's usual milk Baby's usual milk Baby's usual milk Baby's usual milk Baby's usual milk Baby's usual milk WEEK 2 � Baby first rice cereal with � teaspoon of smooth nut butter � Sweet potato & almond butter or peas, potato and mint THURSDAY Baby's usual milk Baby's usual milk Baby's usual milk FRIDAY WEEK 3 � Baby first rice cereal with � teaspoon of smooth nut butter � Peas and Carrots or Prunes, apricots and ground almonds as a butter � Baby first rice cereal with � teaspoon of smooth nut butter � Peas and Carrots or Prunes, apricots and ground almonds � Butternut and smooth peanut butter or peaches, sultanas and baby rice Baby's usual milk Baby's usual milk Baby's usual milk SATURDAY WEEK 4 Baby's usual milk Baby's usual milk Baby's usual milk SUNDAY Baby's usual milk Baby's usual milk Baby's usual milk * Suggested feeding times: 8-9 am, 11-1 pm, 4-5pm with milk in between (this is just a guideline) NOTES: 1. As your little one gets bigger rainbow meals can be used as side dishes. * for rainbow meals see recipes on page 28 2. Rainbow, growing up or ready prepared baby meals can be offered at lunch and evening meal * Suggested feeding times: 8-9 am, 11-1 pm, 4-5pm with milk in between (this is just a guideline) 14 15 Some general advice Recipes, foods to avoid, textures, safety and hygiene, storing, reheating, do's and don'ts Recipes The recipes below make 100g portions � Colours of the rainbow, fruit & veggies recipes make 100g portions of food, to begin with your little one may only manage 2 � 5 teaspoons at a meal, but as they get bigger they may eat 100g portions � Growing up recipes are between 200 � 260g servings and can be used for lunch and supper or as a single meal as your little one gets bigger � All of the recipes can be: - made in bigger batches, just scale up the amounts accordingly Textures All of the recipes can be adapted to the texture that suits your baby such as: � Stage 1 � 2 : Smooth purees are best made with a blender and can be either - Thin puree runs easily off a spoon - Standard puree drops easily off a spoon - Thick puree can be eaten with a spoon � Stage 3: Mashed foods usually blended - Thick puree with less sauce and small moist soft lumps around � the size of a 5p piece � Stage 4: Fork mashed are soft foods mashed down with a fork - Thick with small moist soft lumps around the size of a 5p � 10p piece Cool food as quickly as possible (ideally within 1 � 2 hours) and put it in the fridge or freezer. Food in the fridge should be eaten within 1 � 2 days. Frozen food should be thoroughly defrosted before reheating. The safest way to do this is to put frozen food in the fridge overnight or using the defrost setting on the microwave. Reheat food so it is really hot, but remember to let it cool down before you offer it to your baby. To cool food quickly, put it in an airtight container and hold it under a running cold tap, stopping to stir the contents from time to time, so it is cool all of the way through. DO'S Always wash your hands before preparing foods. Wash your baby's hands before feeding Wash all bowls, spoons and other utensils in hot soapy water or put on a hot wash in the dishwasher. Keep chopping boards and other utensils clean DON'TS Don't save and reuse food that your child has half eaten Avoid raw eggs � this includes uncooked cake mixture, homemade ice creams, mayonnaise or desserts that contain uncooked raw eggs. Always cook eggs until the yolks and whites are firm Avoid any shark, swordfish or marlin � this is because the levels of mercury in these fish can affect your baby's growing nervous system. You should also avoid giving raw shellfish to babies to reduce their risk of getting food poisoning Foods to avoid: � Salt � unless advised by your health care professional salt should not be added to your little one's food � Sugar � your little one doesn't need sugar added to any food � Honey � very occasionally honey contains a bacteria that produces toxins in your little one's intestines causing a serious illness called infant botulism. It is best not to give honey until your little one is over 1 year of age Keep utensils, chopping boards and surfaces clean. Keep any pets away from food or surfaces where food is prepared When reheating food from frozen, make sure it is hot all of the way through. If you are using a microwave, ensure you always stir it and check the temperature before feeding it to your baby. Cook all food thoroughly and cool it to a lukewarm temperature before giving it to your baby Keep cooked and raw meats away from each other in the fridge. Always wash your hands after touching raw meant Wash and peel fruit and vegetables, such as apples and carrots Safety & hygiene As a baby's immune system is still developing, bacteria in food can cause food poisoning. If you follow a few simple guidelines this will help protect your baby from germs. Don't give children food or drink whilst sitting on the potty Don't reheat cooked food more than once, as this increases the risk of food poisoning 16 17 Shopping list For the recipes you can buy fresh, frozen or tinned fruit and vegetables. All of these ingredients are available in budget as well as other supermarkets. Fr ui t & Ve gg ies � Frozen pe as ixe d pe pp ers � Frozen /f re sh m rn � Frozen swee t co rrot s � Frozen /f re sh ca sh � Bu tter nu t sq ua to � Swee t po ta � Ka le � Co urge tte � Swede � Pa rs ni ps Nut bu tters (n o adde d suga r va rie tie s) � Smoo th pe an ut bu tter � Smoo th ca sh ew bu tter � Smoo th almon d bu tter Pu ls es & grai ns � Ch ic kp ea, be an or gram flo ur � Ti nned ch ic kp ea s � Le nt ils � gree n an d re d � Grou nd almon ds � Ba by rice /c er ea l (s tage 1) � (n ot orga nic) � Q ui no a Oi ls � Co co nu t crea m � Ol ive oi l Fi sh & meat � Whi te or oi ly fish � Lam b � Be ef � Ch ic ke n � Po tato � Ba na na � Av oc ado spbe rr ies � Frozen /f re sh ra ue be rr ies � Frozen /f re sh bl ango � Frozen /f re sh m in ju ice � Ti nned pe ache s ju ice � Ti nned pr unes in ric ot s � Re ad y to eat ap � Su lta na s He rb s & sp ice s in t � Frozen /f re sh m ri an de r � Frozen /f re sh co nger � Frozen /f re sh gi ic � Grou nd tu rmer on � Grou nd cin nam 18 19 RECIPES Veggies � Sweet potato & cashew butter � Peas, potatoes & mint � Butternut squash, peanut butter & cinnamon � Peas & carrots Fruits � Prunes, apricots & ground almonds � Peaches, sultanas & baby rice � Mango & almond butter � Raspberry, banana & almonds Colours of the rainbow � Purple � Plum, aubergine & blueberry � Red � Beetroot, apple, red pepper & cashew butter � Orange � Sweet potato, butternut, carrot & cinnamon � Yellow � Mango, yellow courgette, sweet corn & turmeric � Green � Pea, kale, pear & avocado � White � Apple, cauliflower & celeriac Growing up � Pollock, carrots, kale, butternut squash & potato � Avocado, apple, lentil, broccoli, courgette & mint � Beef & prunes with mashed potato � Aromatic chicken & rice � Mauritian lamb with lentils & rice Family favourites � Fish fingers & sweet potato chips � Bobotie � Pasta bolognaise � 1st Birthday cake 20 21 VEGGIES: Sweet potato & cashew butter Ingredients � 90g sweet potato � 10g smooth cashew butter (or other smooth nut butter) Peas, potatoes & mint Ingredients � � � � 20g frozen garden peas 70g potato 10ml (2 teaspoons coconut cream) 2 � 3 mint leaves or 1 teaspoon frozen chopped mint Butternut squash, peanut butter & cinnamon Ingredients � 85g frozen or fresh butternut squash � 10g (2 level tablespoon) smooth peanut butter � 5ml (1 teaspoon) coconut cream � pinch of ground cinnamon Peas & carrots Ingredients � 30g frozen or fresh peas � 60g frozen or fresh carrots � 5g (1 teaspoon) smooth peanut butter Method � Peel the sweet potato and place in pan of unsalted cold water � Bring to the boil and cook until tender � Using a stick blender puree until smooth � Add in 20g or 2 tablespoons of smooth cashew butter � Using the stick blender to mix well � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Place the carrots in a pan of boiling hot water, bring to the boil and cook until tender � Drain the carrots and place in a bowl � Cook peas in hot water for 2 minutes, drain and mash the peas through a sieve to get rid of the skins � Add the peas, carrots and smooth peanut butter together � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Peel the potatoes and place in pan of unsalted cold water � Bring to the boil and cook until tender � Drain the potatoes and leave to one side � Cook peas in hot water for 2 minutes, drain and mash the peas through a sieve to get rid of the skins � Add the pea pulp to the potatoes and using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Place the chopped butternut and a pinch of cinnamon in a pan of boiling hot water, bring to the boil and take off the heat � Using a stick blender puree until smooth � Add in 10g of ground almonds or 1 level tablespoon of smooth peanut or other nut butter along with 1 teaspoon of coconut cream � Use the stick blender and mix well � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Nutrition content per 100g 164 kcal / 3.7g protein / 5.5g fat / 26.2g carbohydrate / 9% protein energy ratio Nutrition content per 100g 104 kcal / 3g protein / 3.8g fat / 15g carbohydrate / 11.5% protein energy ratio Nutrition content per 100g 105 kcal / 3.3g protein / 7g fat / 8g carbohydrate / 12.5% protein energy ratio Nutrition content per 100g 105 kcal / 3.3g protein / 7g fat / 8g carbohydrate / 12.5% protein energy ratio 22 23 FRUIT: Prunes, apricots & ground almonds Ingredients � 75g tinned prunes in juice � 15g ready to eat apricots � 10g ground almonds Peaches, sultanas & baby rice Ingredients � 75g tinned peaches in juice � 15g sultanas � 20g baby rice Mango & almond butter Ingredients � 85g fresh mango � 15g (3 levels teaspoons) almond butter Raspberry, banana & almonds Ingredients � 40g fresh or frozen raspberries � 45g banana � 15g ground almonds Method � Place the tinned prunes and ready to eat apricots (approximately 4) with the prune juice in a pan and simmer on a low heat for 5 minutes or until the fruit it soft � Add in 10g or 1 tablespoon of ground almonds � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Place the tinned peaches and sultanas with the juice in a pan and simmer on a low heat for 5 minutes � Add in 20g or 4 tablespoons of baby rice � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Peel and chop the fresh mango into chunks � Place in a bowl along with 15g smooth almond butter (3 level teaspoons) � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Place the raspberries in a pan, adding 20 ml of water � bring to a boil and then simmer for 2 � 3 minutes until cooked � Pour the raspberries into a bowl along with the banana and ground almonds � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays 1 � 2 cubes can be added to your little one's usual breakfast cereal Nutrition content per 100g 132 kcal / 3g protein / 6g fat / 13g carbohydrate / 9% protein energy ratio Nutrition content per 100g 190 kcal / 4.1g protein / 1.5g fat / 42.6g carbohydrate / 8.6% protein energy ratio Nutrition content per 100g 120 kcal / 3.4g protein / 7g fat / 10g carbohydrate / 11% protein energy ratio Nutrition content per 100g 146 kcal / 4.2g protein / 8g fat / 13g carbohydrate / 11.5% protein energy ratio 24 25 COLOURS OF THE RAINBOW COLOURS OF THE RAINBOW: PURPLE RED ORANGE Plum, aubergine & blueberry Ingredients � � � � 40g plums canned in syrup 30g aubergine pulp (without the skin) 10g blueberries 20g chickpea flour or baby cereal Beetroot, apple, red pepper & cashew butter Ingredients � � � � � 30g beetroot 30g apple 25g red bell pepper 15g (3 teaspoons) cashew butter 20ml water Sweet potato, butternut, carrot & cinnamon Ingredients � � � � � � 30g sweet potato 30g butternut squash 25g carrots 15g (3 teaspoons) peanut butter pinch of cinnamon water Method � Peel and chop the aubergine into chunks, sprinkle with salt and leave for 10 minutes, before washing thoroughly under cold running water � Place aubergine chunks, plums and syrup, blueberries and chickpea flour in a pan � Simmer on a low heat until the aubergine is soft � add your little one's usual infant formula or breast milk as required � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Peel and chop the beetroot into chunks � Dice the red pepper and peeled apple � Place all the beetroot, apple and red bell pepper into a pan, add in 50ml of water � Simmer on a low heat until the mixture is soft, drain off any excess water � Add in the cashew butter � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Place all the sweet potato, butternut, carrot and a pinch of cinnamon into a pan cover with cold water and bring to the boil � Simmer on a low heat until the mixture is soft, drain off the excess water � Add in the peanut butter � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Nutrition content per 100g 94 kcal / 4.4g protein / 1.2g fat / 17.5g carbohydrate / 18.7% protein energy ratio Nutrition content per 100g 128 kcal / 4.3g protein / 9g fat / 9g carbohydrate / 13% protein energy ratio Nutrition content per 100g 143 kcal / 4.3g protein / 9g fat / 13g carbohydrate / 12% protein energy ratio 28 COLOURS OF THE RAINBOW: YELLOW GREEN WHITE Mango, yellow courgette, sweet corn & turmeric Ingredients � � � � � � 30g mango 25g yellow courgette (or green with no skin) 35g sweet corn 10g chickpea flour or baby cereal pinch of turmeric water � 50ml Pea, kale, pear & avocado Ingredients � � � � � 30g frozen garden peas 20g pear 20g kale 30g avocado water � 50ml Apple, cauliflower & celeriac Ingredients � � � � � � 25g apple 20g cauliflower 20g celeriac 20g chickpeas 5ml olive oil water � 50ml Method � Peel and chop the pear � Chop the kale into ribbons � Add the kale and pear into a pan with 50ml water � Simmer on a low heat until the mixture is soft, add in the peas and cook for a further 2 � 3 minutes � Take off the heat and add in the mashed avocado � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Peel and chop the apple and celeriac � Break the cauliflower into florets � Add all of the ingredients, including the olive oil into a pan with 50ml water � Simmer on a low heat until the mixture is soft � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Method � Peel and chop the mango � Chop the yellow courgette or peeled green courgette if yellow are not available � Add all of the vegetables, chickpea flour, pinch of turmeric and 50ml water into a pan � Simmer on a low heat until the mixture is soft, drain off the excess water � Using a stick blender puree until smooth � If the puree is a little thick add a small amount of your little one's usual infant formula or breast milk � Portion into ice cube trays Nutrition content per 100g 107 kcal / 3.8g protein / 1.8g fat / 18.9g carbohydrate / 19% protein energy ratio Nutrition content per 100g 93 kcal / 3g protein / 6.6g fat / 5.6g carbohydrate / 13% protein energy ratio Nutrition content per 100g 89 kcal / 2.4g protein / 6g fat / 7g carbohydrate / 10.7% protein energy ratio 30 GROWING UP: Pollock, carrots, kale, butternut squash & potato Ingredients � � � � � � 15g white fish* 30g carrots 60g kale 35g butternut squash 60g potato 1 teaspoon coriander Avocado, apple, lentil, broccoli, courgette & mint Ingredients � � � � � 50g avocado 30g apple 20g red lentils (cooked) 30g broccoli 25g courgette � 25g rice (makes 100g cooked rice) � 50ml water � lemon juice � few sprigs of mint Method � Chop the carrots, kale and fish � Add the carrots, butternut squash, potato, fish, olive oil and coriander into a pan � Simmer on a low heat until the mixture is soft, add in the kale and cook for a further 2 � 3 minutes � Before mashing the mixture take out a couple of pieces of carrot and fish to be used as finger foods during the meal � Using a stick blender or fork mash the rest until soft lumps remain � If the meal is a little thick add a small amount of your little one's usual infant formula or breast milk Method � Cook the rice and lentils in unsalted water until tender � Cut the courgette and broccoli into small pieces, steam over the cooking rice � In the meantime grate the apples and cube the avocado, sprinkle with a little lemon juice to stop the mixture going brown � Wash the mint leaves and finely chop � Keep some grains of rice, lentils, vegetable and fruit mixture to one side � Mash the rest of the rice and lentils with a fork, then add in the courgette, broccoli, grated apple and avocado until soft lumps remain � If the meal is a little thick add a small amount of your little one's usual infant formula or breast milk From around 7 months of age introduce finger foods, take a few pieces of carrot and fish from the mixture before you puree it. Offer as finger foods at the same time as serving the meal. This way your little one gets used to see what different food looks like. Nutrition content per 100g 135 kcal / 5.8g protein / 6.1g fat / 15g carbohydrate / 17% protein energy ratio Nutrition content per 100g 278 kcal / 6.8g protein / 11.4g fat / 40g carbohydrate / 9.7% protein energy ratio 32 *For fish always check for bones. 33 GROWING UP: Beef & prunes with mashed potato Ingredients � � � � � 20g mince beef 10g onions 80g butternut 35g carrots 20g prunes (2) � � � � � 100g potato 100ml water 5ml olive oil pinch of ginger pinch of turmeric Aromatic chicken & rice Ingredients � � � � � � 20g chicken breast 10g onion 30g mango 80g sweet potato 30g spinach 15g rice (60g when cooked) � � � � � � 100ml water 5ml olive oil 10ml coconut cream pinch of coriander pinch of ginger pinch of turmeric Mauritian lamb with lentils & rice Ingredients � � � � � 20g lamb mince 10g apricots (2) 10g green lentils 80g carrots 30g kale � 75g macaroni or small shaped pasta � 100ml water � 10ml coconut cream � pinch of cinnamon � pinch of turmeric Method � Braise the mince beef and onions in the oil, add in the pinch of turmeric and ginger and cook on a low heat until the onions are soft � Chop the butternut squash, carrots and prunes into small cubes, then add to the beef mixture with an additional 100ml of water cook on a low heat until all of the ingredients are soft and the liquid is reduced � In a separate
Url: /Media/UHS-website-2019/Docs/Services/Child-health/DietaryAdvice/Recipe-book-For-babies-who-need-to-make-the-most-of-every-mouthful.pdf

Enriching your texture modified diet - patient information

Description: For Level 4 (puréed) & Level 6 (soft and bite-sized) diets
Url: /Media/UHS-website-2019/Patientinformation/Medicinestherapiesandanaesthetics/Enriching-your-texture-modified-diet-2555-PIL.pdf

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