People in China have a higher prevalence of dementia than previously reported. Its U-shaped relationship with income and the excess subcases prevalence predicates a significant burden of disease, both now and for the future, suggesting preventive strategy for dementia in China.
We compared non-attendance rates at follow-up appointments in an adult psychiatry outpatient clinic using three different reminder methods: letters, telephone prompts and text message reminders. Two of the three strategies resulted in a significant increase in the rate of attendance. Reminder letters increased attendance from 62% to 85% (P<0.001) and text messaging increased attendance from 72% to 80% (P<0.002). The attendance rate was not significantly different between the two groups when telephone reminders were used (P=0.068). However, telephone prompts resulted in an 8% higher cancellation rate compared to controls. When all factors were taken into consideration, no method demonstrated clear superiority. Efforts should be made to reduce patient non-attendance, as this is a predictor of patients being unwell and at higher risk of relapse. Text messages are an inexpensive method of reminding patients, although appropriate safeguards for patient confidentiality are required.
BackgroundNational Health Service (NHS) mental health workforce configuration is at the heart of successful delivery, and providers are advised to produce professional development strategies. Recent policy changes in England have sharpened the focus on competency based role development. We determined levels of intervention activities, engagement and competence and their influencing factors in a community-setting mental health workforce.MethodsUsing a modified questionnaire based on the Yorkshire Care Pathways Model we investigated 153 mental health staff working in Coventry and Warwickshire NHS Trust. A median score of competence was computed across 10 cluster activities. Low engagement and competence levels were examined in a logistic regression model.ResultsIn 220 activities, Monitoring risk was the highest rate of engagement (97.6%) and Group psychological therapy/Art/Drama therapy was the lowest engagement (3.6%). The median competence level based on all activities was 3.95 (proficient). There were significant differences in the competence level among professional groups; non-qualified support group (3.00 for competent), Counsellor/Psychologist/Therapist (3.38), Occupational therapists (3.76), Nurses (4.01), Medical staff (4.05), Social workers (4.25) and Psychologists (4.62 for proficient/expert). These levels varied with activity clusters; the lowest level was for Counsellor/Psychologist/Therapist in the accommodation activity (1.44 novice/advance beginner) and the highest for Occupational therapists in personal activity (4.94 expert). In a multivariate analysis, low competence was significantly related to non-qualified community support professions, late time of obtaining first qualification, more frequencies of clinical training, and training of cognitive behavioural therapy. The associations were similar in the analysis for 10 activity clusters respectively.ConclusionsThere was a reasonable competence level in the community-setting mental health workforce, but competence varied with professional groups and cluster activities. New staff and other non-qualified support professions need to receive efficient training, and the training content is more important than frequency to increase level of competence.
Speech and language difficulties can be indicative of other cognitive, social and developmental problems. Tools used in the UK have not (1) targeted twoyear-old children, (2) included both parents' reports and independent observations, and (3) simultaneously evaluated expression, understanding and speech. This cross-sectional study of two separate cohorts included 244 children.Good internal consistency reliability for total scale and for understanding and expression sub-scales was found but not for the Speech sub-scale. External reliability from 101 participants was high. The standardized tool includes parental report and direct observation, and it assesses expression, understanding and speech, simultaneously. Internal reliability results suggest that the fewer the number of items included in a sub-scale, the lower the internal consistency. A significant gender main effect on pre-school speech and language scores was identified supporting previous findings that girls perform better than boys. This is an independent evaluation of the psychometric properties of the 'Bilston and Ettingshall Sure Start (BESS) Speech and Language Therapy Two Year Developmental Check' and the effect of gender on children's speech and language development.
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