2. Guidance for using the Easy Read Feedback Tool Introduction This Easy Read Feedback Tool has been developed to capture the service/care experience of people in our care who, for individual reasons, may be unable to express their needs and wishes, or may need to do this in a different way. We particularly considered people with learning disability but it could be used more widely. The Equality Act 2010 says that all health services must consider people with learning disabilities. We must ask “what extra things do we need to do, so people with learning disabilities receive health services as good as other people?” This might include making sure that information on health services is accessible to people with learning disabilities. This is called ‘reasonable adjustments’. Therefore, to gain patient feedback from a person with a learning disability we had to ensure it was accessible. We took advice from people who have learning disabilities to ensure we got this right. Preparation: Make sure that the environment is right for the person with a learning disability. Is the area busy, noisy, is the temperature OK, and is the lighting OK? Ask the person if they feel comfortable and if necessary try to adjust the environment where possible, or take the person to an area that is more suitable. When working with someone with a learning disability you need to think about your tone of voice and your body language as well as the words you use, and remember that communication is not just about talking but also about listening. A person who has a learning disability should have a hospital passport or communication book. This provides a picture of the whole person by including information that isn’t only about illness and health. For example, it can include lists of what the person likes or dislikes, from physical contact to their favourite type of drink, as well as their interests. This will help you to know how to make them feel comfortable. Page 1

3. Guidance to support staff: 1.If a carer is present, speak to the person with a learning disability first and only then check with a carer if something is not clear. Involve the person with a learning disability as much as possible. 2.Find a quiet place to talk, with as few distractions as possible. 3.Ensure that communication is clear; break information down into smaller chunks so the person is not overloaded. Allow them time to think about what you have said. Keep your language simple and avoid jargon. 4.Check with the person that they understand what you are saying. Ask them to explain in their own words if possible. 5.Watch the person – they may tell you things by their body language and facial expressions. 6.Take your time and don’t rush your communication. Allow time for the person to think and to answer the question. 7.Use gestures and facial expressions to reinforce what you are saying. 8.Be aware of and respect their personal space. This will vary from one individual to another. 9.Talk to the person at a normal level i.e. don’t raise your voice. 10.Provide the person with plenty of time to answer the question. 11.Find out if the person requires any equipment to communicate their answers e.g. do they use a computer system, do they communicate via another person or using an object of reference. Page 2

4. Ward name: 1 2 If your friends and family had to come into hospital. Would you say this was a good ward? Are the doctors, nurses and other hospital staff kind to you? Page 3

5. 3 4 Do the hospital staff listen to what you have to say? Think about doctors, nurses and other hospital staff. Respect and dignity Do the hospital staff show you respect? Page 4

6. 5 6 If you need help getting to the toilet, do you get help quickly? Pain Have the doctors or nurses asked you about your pain? Page 5

7. 7 8 If you have had pain, did the doctors and nurses help with your pain? Meal times If you need help with your meals, has someone helped you? Page 6