Purpose -The purpose of this paper is to consolidate the range of issues relevant to owner occupiers who age in place and to offer an initial overview of how effective partnerships can respond to and meet the changing needs of housing, health and social care of our ageing population. Design/methodology/approach -Issues affecting older people's changing needs are considered holistically and considered in terms of how partnerships can be enhanced to develop improved services in the future. Findings -Most owners wish to stay in their own homes for as long as possible and it can be costeffective to do so; however, we need to look at new and innovative ways of developing and providing front-line services to enhance health and safety in the home, but also quality of life and wellbeing such as combating loneliness and isolation. However, although there are examples of evidence-based good practice, service provision is variable and there is a risk that many older home owners may miss out on services for which they may are eligible. With this in mind, it may be helpful to develop a new framework where one key practitioner holds responsibility to consolidate and coordinate the range of local services available as a package that offers a range of housing, health and social care services. Originality/value -There are currently many policy and practice gaps in older owner occupier's housing conditions and suitability to meet their changing needs. This paper has a particular starting point in housing, and how other personal or technological services can help support independence for as long as possible and adapt to the owner-occupier's changing health and social care needs as they age in place. The authors emphasise the importance of sharing evidence-based good practice partnerships.
TrailerPublic health is considered to be both a science and an art (Winslow, 1920; Faculty of Public Health, 2010), in which we seek to protect, improve and promote human health and enhance quality of life. It is a wide-ranging discipline, encompassing a broad mix of practitioners who work across a variety of organisational settings, and draws from science, technology, social sciences and law. Leadership, too, is often described as an art (Depree, 1989;Schein, 2005;Hodges, 2015) and as a field of study "draws on both the arts and the sciences" (Gill, 2006, p. 5). However, the word 'art' is frequently used indiscriminately and also ambiguously; it is a word that we often associate with the humanities, yet there has been relatively little discussion of how both public health and leadership, as subjects of study, are informed by the humanities. In what ways can the humanities, here largely defined as a collection of academic disciplines that include literature, drama and film, be used to enhance the learning of those practising, or seeking to practise, in the fields of public health and leadership?There is a burgeoning body of literature (Johnson and Jackson 2005;Cornett, 2006;Jensen and Curtis, 2008;Smith, 2009;Edwards et al, 2015) which suggests that, by incorporating into our teaching the humanities, including film, we can enhance the learning experience of our students and help lay the foundations for greater sensitivity, understanding and empathy, as well as make the learning more 'real'. In medicine, too, there has been growing interest in the use of the humanities to enhance medical training (Cassell, 1984;Sklar et al, 2002;Shapiro and Rucker, 2003;Blasco et al, 2005), with much of the literature suggesting that exposure can help make those who practise medicine more empathetic, understanding and thoughtful in their work. Why not, then, explore how this might be incorporated into the teaching of public health and leadership?In this short paper, we reflect briefly on an initiative, developed in the Faculty of Education and Health at the University of Greenwich, in which cinema is used to supplement teaching and augment the learning of public health, wellbeing and leadership students. We look at one film in particular to demonstrate how it enhances traditional classroom-based teaching. Pitching the ScreenplayWhy cinema in particular? We live in an age in which film, television and other visual media predominate. Visual images take centre stage in the news, advertising, entertainment and even education. Students spend a significant amount of their time in front of the small or big screen and are therefore more responsive, it is argued, to audio-visual stimuli than traditional, written forms of communication (Spielberger and Lieberman, 1985). This poses a challenge in higher education, where most learning materials are still in written form. How then can we, as educators, make our teaching more meaningful and relevant, whilst developing students' critical thinking skills? One possible strategy is to use carefu...
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