This study examines the clinical utility of cognitive behavioural therapy delivered via videoconferencing for bulimic disorders, and factors associated with adjustment to this mode of treatment delivery. A single-case-series design was used with six participants with bulimic disorders. Most were living in remote areas in north-east Scotland or Shetland. Therapy sessions were conducted weekly at a bandwidth of ISDN 6 (384 kbytes/sec) via videoconferencing links between local community hospital sites and the eating disorders service in Aberdeen, Scotland. Almost all participants rated high levels of therapeutic alliance and satisfaction with video therapy. Some participants preferred video therapy due to feeling less selfconscious and intimidated, whereas others felt it was less personal than face-to-face sessions would be. It is proposed that video therapy may be particularly suited to the treatment of eating disorders, especially for those with high levels of shame and body-related selfconsciousness and those who require greater levels of control in therapy.
Until recently many remote communities in Scotland, especially on the northern islands, were unable to access specialist eating disorder services. The Grampian Eating Disorder Service, based in the north-east of Scotland, has developed a video-therapy service that offers specialist psychological and nutritional therapy for sufferers of eating disorders. Twelve patients have been treated via videoconferencing. Patients consistently rated high levels of satisfaction with all aspects of video-therapy, and after their last session 67% preferred video-therapy to face-to-face therapy. A number of patients commented that, compared with face-to-face therapy, they felt more in control and less intimidated in video-therapy. There was also a trend for patients to become more comfortable with video-therapy over the course of treatment. Nutritional knowledge increased for all patients, and the nutritional content of dietary intake also markedly improved over the course of therapy.
Aims/Objectives/BackgroundIn England, the demand for emergency care is increasing, confounded by challenges with recruitment and retention of multi-professional teams in Emergency Departments (ED). The intense working environment that clinical ED staff face is recognised as a cause of staff dissatisfaction, attrition and premature career ‘burnout.’ A new ‘shop floor’ Clinical Educator (CE) role may improve the retention and wellbeing of multi-professional ED teams. A Health Education England pilot developed and recruited CEs across 54 acute trust EDs in England, from 2017. Aston University and the Royal College of Emergency Medicine were jointly commissioned to undertake a service benefit evaluation.Methods/DesignAn online survey was circulated to CEs, learners and managers across the 54 study sites. Each group answered questions relating to experiences, opinions and reflections. Topics included impact of a CE on patient flow, confidence and competence of staff, as well as sustainability and any impact on staff wellbeing.Results/ConclusionsResults314 individuals accessed the survey and 291 eligible respondents completed it, including: 187 learners, 65 CEs and 39 ED Clinical Directors/Managers.Learners (169/187), CE (63/65) and managers (39/39) saw no change/an improvement in patient flow.100% of CEs felt that a CE in the ED improved competence and confidence of staff (88.2% of learners, 89.7% of managers).7% (61/65) of CEs and 87.2% (34/39) managers agree that CEs have improved wellbeing of staff.8% of managers (26/39) were unsure whether the CE role would be funded beyond the pilot, but 66.7% (26/39) strongly supported continuation of the CE role.ConclusionInterim evidence suggests that CEs positively impact the multi-professional ED workforce.
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