scholarly journals Experiences of Transition to Secondary School in the United Kingdom for Children With Cleft Lip and/or Palate: A Qualitative Study

2021 ◽  
Vol 2 (1) ◽  
pp. 109-120
Author(s):  
Rachael Faulkner ◽  
Sian Trenchard ◽  
Catherine Taylor ◽  
Craig D. Murray
Keyword(s):  
United Kingdom ◽  
Qualitative Study ◽  
Secondary School ◽  
Cleft Lip ◽  
The United Kingdom

A Closer Look at Delayed Primary Cleft Surgery and Unrepaired Cleft Lip and/or Palate in 5 UK Cleft Centers

2021 ◽  
pp. 105566562110217
Author(s):  
Sophie Butterworth ◽  
Clare Rivers ◽  
Marnie Fullarton ◽  
Colm Murphy ◽  
Victoria Beale ◽  
...  
Keyword(s):  
United Kingdom ◽  
Cleft Palate ◽  
Cleft Lip ◽  
Medical Problems ◽  
Primary Surgery ◽  
The United Kingdom ◽  
Number Of Patients ◽  
Primary Palate ◽  
Palate Repair ◽  
Cleft Surgery

Background: There may be many reasons for delays to primary cleft surgery. Our aim was to investigate the age of children undergoing primary cleft lip or primary cleft palate repair in 5 cleft centers within the United Kingdom. Identify the reasons for delayed primary cleft lip repair (beyond 6 months) and delayed primary palate repair (beyond 13 months). Identify children who had a cleft lip and/or palate (CL±P) that was intentionally unrepaired and the reasons for this. Methods: A retrospective, multicenter review of patients born with a CL±P between December 1, 2012, and December 31, 2016. Three regional cleft centers, comprising of 5 cleft administrative units in the United Kingdom participated. Results: In all, 1826 patients with CL±P were identified. Of them, 120 patients had delayed lip repair, outside the expected standard of 183 days. And, 178 patients in total had delayed palate repair, outside the expected standard of 396 days. Twenty (1%) patients had an unrepaired cleft palate. Conclusions: This large retrospective review highlights variations between centers regarding the timing of lip and palate surgery and details the reasons stated for delayed primary surgery. A small number of patients with an unrepaired cleft palate were identified. All had complex medical problems or comorbidities listed as a reason for the decision not to operate and 50% had a syndromic diagnosis. The number of patients receiving delayed surgery due to comorbidities, being underweight or prematurity, highlights the importance of the cleft specialist nurse and pediatrician within the cleft multidisciplinary team.

scholarly journals How Education Can Be Used to Improve Sustainability Knowledge and Thinking Among Teenagers

2014 ◽  
Vol 30 (2) ◽  
pp. 280-282
Author(s):  
Randolph James Brazier
Keyword(s):  
Sustainable Development ◽  
United Kingdom ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Role Play ◽  
Curriculum Review ◽  
The United Kingdom ◽  
Short Course ◽  
Survey Results

AbstractSignificant progress has been made with respect to Education for Sustainable Development (ESD) in tertiary education institutions, particularly universities. There are also examples of ways in which sustainability has been incorporated into secondary schools and curricula, but with varying levels of success. ESD that has been incorporated in secondary schools has been shown to engage students and give more context to the curriculum, as well as enable students to develop the critical thinking required to tackle the big issues that face the planet now and into the future.In the United Kingdom, while some aspects of sustainability have been introduced into the secondary school curriculum, they are often merged into other subjects and do not attract as much attention as traditional subjects. Furthermore, sustainability emphasis varies between schools, exam boards and teachers, leading to differing levels of understanding among teenagers. As a result, it could be argued that some young people fail to engage with global issues, which could be contributing towards the lower rates of young people voting in the United Kingdom. Promoting sustainable development, and how engineering can contribute towards it, could also potentially help reverse the decline in engineering student entries at universities, by attracting more interest to the engineering field. Thus, the question is raised as to how sustainability knowledge can be improved among teenagers.The research investigated the scale and quality of ESD at secondary schools in the United Kingdom and recommended a range of solutions to improve sustainability teaching and thinking among teenagers. A range of research tools were used, including a literature and curriculum review, interviews and surveys with teachers and students, and a role-play case study.The research involved a survey being conducted with 475 UK secondary school students aged 12–18 years. The survey was conducted to determine the current level of sustainability understanding of the students, where they learned about it, their preferences relating to issues facing the Earth, and how they think sustainability teaching could be improved. Surveys were purposely open ended, and teachers were instructed not to give prompts prior to the survey, to enable an accurate reflection of students’ knowledge. Results of the surveys varied across age group, school, overall attainment levels of students and exam boards. In general, results showed that while students are interested and knowledgeable about current issues, their level of understanding of sustainability is poor to moderate, and they want it to be taught in more subjects.A gap analysis was then conducted with a curriculum review, survey results and interviews with teachers as inputs. The aim of the analysis was to determine the difference between a desirable level of knowledge and teaching of sustainability, and current practice. Among other things, the analysis indicated that interactive learning would be beneficial, and thus a role play, set in Cambridge and covering environmental, social and economic aspects, was designed and run at two schools in Cambridge. An element of competition was included, as well as a relatively open set of rules, to invoke creative solutions. Observation during the game indicated engaged students. Feedback from students indicated that the game was a fun and useful learning tool. Feedback from teachers was also positive, indicating that interactive teaching tools, like role plays, class debates and field experiments, can be very valuable towards teaching students about the complexities of sustainability.After the role plays, the students were surveyed with identical questions to the initial survey. Results were compared, and sustainability knowledge and the ability to identify environmental issues was seen to increase significantly, far more so than originally expected. This increase in knowledge was highlighted by the students themselves in subsequent feedback sessions.Finally, steps were proposed to improve sustainability education that could be implemented by schools and teachers or at the UK National Curriculum level: •a ‘Sustainability Week’ or sustainability short course to be run at early secondary school, with the aim to give students a holistic overview of sustainability;•aspects of sustainability, including real-world examples, to be included in all subjects and lead on from the short course;•interactive learning tools to be strongly encouraged and made available to all teachers;•training and support to be provided to teachers to improve understanding and ability to teach sustainability;•extra-curricular sustainability activities to be offered at all schools. These steps, along with continual lines of communication and feedback between politicians, the public, industry, students and educators, will ensure that students understand sustainability and develop critical ways of thinking, leading to a more engaged generation.

scholarly journals Facilitating integrated delivery of services across organisational boundaries: Essential enablers to integration

2017 ◽  
Vol 80 (5) ◽  
pp. 302-309
Author(s):  
Stephanie Best
Keyword(s):  
United Kingdom ◽  
Qualitative Study ◽  
Service Provision ◽  
Social Care ◽  
Occupational Therapists ◽  
Leadership Communication ◽  
The United Kingdom ◽  
Health And Social Care ◽  
Integration Of Services ◽  
Integrated Delivery

Introduction Integrating services is a key tenet to developing services across the United Kingdom. While many aspects of integration have been explored, how to facilitate integration of services remains unclear. Method An exploratory qualitative study was undertaken in 2015 to explore occupational therapists’ perceptions on integrating service provision across health and social care organisational boundaries. The views of practitioners who had experienced integration were sought on a range of aspects of integrating services. This paper focuses on the facilitators for delivering integration and the essential enablers are identified. Findings Numerous factors were noted to facilitate integration and three essential enablers were highlighted. Leadership, communication and joint education were recognised as playing a central role in integrating services across organisational boundaries; without these three essential enablers, integration is liable to fail. Conclusion Integration is a process rather than an event; continued emphasis will be required on leadership, communication and joint education to progress integration achievements made to date.

scholarly journals Perceptions of self-rated health among stroke survivors: a qualitative study in the United Kingdom

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
N. Mavaddat ◽  
E. Sadler ◽  
L. Lim ◽  
K. Williams ◽  
E. Warburton ◽  
...  
Keyword(s):  
United Kingdom ◽  
Qualitative Study ◽  
Stroke Survivors ◽  
Self Rated Health ◽  
The United Kingdom

Cleft Lip and Palate Care in the United Kingdom—The Clinical Standards Advisory Group (CSAG) Study. Part 4: Outcome Comparisons, Training, and Conclusions

2001 ◽  
Vol 38 (1) ◽  
pp. 38-43 ◽  
Author(s):  
David Bearn ◽  
Sue Mildinhall ◽  
Terrie Murphy ◽  
John J. Murray ◽  
Debbie Sell ◽  
...  
Keyword(s):  
United Kingdom ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Alveolar Bone ◽  
Dental Health ◽  
Parent Satisfaction ◽  
Advisory Group ◽  
Dental Arch ◽  
The United Kingdom ◽  
Alveolar Bone Grafting

Objective A critical appraisal of cleft care in the United Kingdom. Design Retrospective comparative study. Setting All National Health Service cleft centers in the United Kingdom. Patients/Participants Children born with unilateral complete clefts of the lip and palate between April 1, 1982, and March 31, 1984 (12-year-olds), and April 1, 1989, and March 31, 1991 (5-year-olds). Newly appointed and senior cleft clinicians. Main Outcome Measures Skeletal pattern, dental arch relationship, success of alveolar bone grafting, dental health, facial appearance, oral health status, patient/parent satisfaction. Conclusions This paper highlights the poor outcomes for the fragmented cleft care in the United Kingdom, compared with European centers. There is an urgent need for a review of structure, organization, and training.

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