The paper will define advocacy and discuss the various types and settings where the various types may be used or in evidence. It intends to explore the importance of the knowledge and practice of advocacy for HCAs in current health and social care environments. A format by which HCAs could prepare for and be assessed on their knowledge and skills of advocacy is suggested, based on the National Minimum Training Standards and Code of Practice for HCAs released by Skills for Health and Skills for Care earlier this year. The national minimum standards for training specified 10 areas for HCAs. Apart from the roles, it targets areas of effective communication, equality, diversity and inclusion, duty of care, safeguarding, person-centred care which are core elements for the practice of advocacy.
Whilst the physical health benefits of taiji have been reported, there is limited information on the influences of taiji on mental health. This paper reports on a collaborative one day experiential workshop between a university, a local martial arts academy and Mental Health in Higher Education (MHHE). The purpose of the day was to explore the impact of taiji on people's mental health and well-being. The workshop used a multi method approach to explore the potential benefits of taiji. Participants, who were service users and various professionals, were introduced to the philosophies behind taiji and gained an understanding of the concept of qi. This was followed by participants being guided through a practical taiji session to demonstrate how qi can be activated. The remainder of the day was used to deconstruct poetry and narratives to trigger discussions on the range of benefits of taiji. Those participating acknowledged the social benefits of belonging to a community of taiji practitioners. Two pragmatic issues were also highlighted: cultural background being an important influence regarding the understanding and practice of taiji; and that difficulties in gaining access to reputable and qualified teachers can act as a barrier to integrating taiji within educational programmes.
This article explores the learning that can be obtained from patients' experiences. Some of the experiences are positive as well as negative. Using the ‘six Cs’ as a framework, it demonstrates how HCAs have opportunities to learn from others' good and bad experiences. This way of involving patients could be built into the quality-of-care measures.
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