1. NES/SSSC Promoting Excellence Programme and Human Rights

2. Explore the context, enablers and challenges in embedding human rights in workforce development; Briefly overview the Promoting Excellence Framework and subsequent workforce development programme ; Focus on one specific example as an illustration of human rights based approaches in one of the NES/SSSC national training programmes; Reflect on, share and discuss issues around learning, teaching and assessment approaches (not just the ‘what’ people need to know ’ but the ‘how’ and the ‘who’ and ‘where ‘this sits in the context of wider systemic and cultural change issues). Session Outline/Potential Discussion Points ?

3. Policy Context

4. Standards of Care for Dementia in Scotland I have the right to a diagnosis I have the right to be regarded as a unique individual I have the right to access a range of treatment and supports I have the right to end of life care that respects my wishes I have the right to be as independent as possible and be included in my community I have the right to have carers who are well supported and educated about dementia

5. Promoting Excellence Framework Knowledge and skills framework for the entire health and social services workforce Stages in peoples dementia journey Levels of knowledge and skills Quality of Life Outcome Indicators

6. have access to a timely and accurate diagnosis of dementia feel empowered and enabled to exercise rights and choice, maintain their identity and to be treated with dignity and equity have access to individuals, groups and organisations that can support their spiritual or personal beliefs and reflect their cultural wishes have access to quality services and can continue to participate in community life and valued activities maintain their best level of physical, mental, social and emotional wellbeing feel safe and secure and are able to be as independent as possible are able to maintain valued relationships and networks, and have the opportunity to develop new ones both personal and professional with their families, friends and carers, have access to the information, education and support that enhances the wellbeing of the person with dementia and those that support them People with dementia… Quality of Life Outcome Indicators

9. Dementia Champions Programme

10. Why pick this as an example ? Human Rights the right to life (Article 2); the right not to be tortured or subjected to treatment or punishment which is inhuman or degrading (Article 3); the right to liberty and security (Article 5); the right to respect for private and family life (Article 8); freedom of expression (Article 10); prohibition of discrimination (Article 14); prohibition of the abuse of rights (Article 17) Risk of being in hospital for a person with dementia  Increase in mortality  Increased length of stay  Increase in adverse drug reactions  Early admission to long term care  Incidents of new incontinence which becomes permanent  Poorer cognitive functioning  Increased levels of dependency on discharge  More likely to be prescribed anti psychotic drugs

11. Why pick this as an example ? Challenging systemic issues in the NHS Acute General Hospital and Social Services sector Particular issues for the workforce Programme subject to extensive to (external) evaluation – sharing lessons learned. Workforce development as part of a bigger whole

12. General Information about the Programme Commissioned to UWS and Alzheimer Scotland – ‘human rights’ focus explicit in the commissioning and tendering process, alongside subject expertise. 6 month programme – 5 contact days, range of online learning activities, 3 assessed work based activities, and community placement. Over 400 health and social services staff now trained. Linked to the establishment of Alzheimer Scotland Nurses in NHS Boards

13. Dementia Champions Programme- More Specific Articles the right to life (Article 2); the right not to be tortured or subjected to treatment or punishment which is inhuman or degrading (Article 3); the right to liberty and security (Article 5); the right to respect for private and family life (Article 8); freedom of expression (Article 10); prohibition of discrimination (Article 14); prohibition of the abuse of rights (Article 17) Learning and Teaching Approaches Underpinned by work of Tom Kitwood (personhood, rights, relationships and citizenship). Promotion of ‘Getting to Know Me’ and Life Story work Co facilitation by people with dementia, families and friends Community placement

14. Dementia Champions Programme Articles the right to life (Article 2); the right not to be tortured or subjected to treatment or punishment which is inhuman or degrading (Article 3); the right to liberty and security (Article 5); the right to respect for private and family life (Article 8); freedom of expression (Article 10); prohibition of discrimination (Article 14); prohibition of the abuse of rights (Article 17) Some Learning and Teaching and Assessment Approaches E xperiential learning - sensory overload, reduced sensory capacity and environmental stressors designed to directly combat stigma and discrimination experienced by people with dementia who experience stress and distress. evokes a significant emotional response considerable effort while facilitating this to ensure safety and the key principles of autonomy, dignity and respect are emphasised and linked to the care they provide to the person with dementia

15. Dementia Champions Programme Articles the right to life (Article 2); the right not to be tortured or subjected to treatment or punishment which is inhuman or degrading (Article 3); the right to liberty and security (Article 5); the right to respect for private and family life (Article 8); freedom of expression (Article 10); prohibition of discrimination (Article 14); prohibition of the abuse of rights (Article 17) Learning and Teaching Approaches The values, behaviour and role modelling of the team Challenge in a safe environment and ethos of respect and reflection Assessment approach - work- based appreciative enquiry ‘supporting change’ activities focussed on the quality of life indicators Evaluation approach

16. Discussion Points ? Learning, teaching and assessment methodologies? Focus on ‘front line’ staff while also ensuring operational management and strategic support and enablement? Workforce development (education and training) part of a ‘bigger’ policy and strategic whole and other ingredients for success necessary. Needs of staff – resilience, support and supervision? Sustainability ? Equality and Diversity? Impact evaluation strategy?

17. Thank You