Developing a programme of staff support in a children’s hospital

Macaulay, Chloe; Conniff, Harriet

doi:10.1136/archdischild-2019-318523

Cited by 1 publication

(2 citation statements)

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“…18,[22][23][24][25][26] Other models such as structured social activities including reflective rounds and staff support meetings following difficult events have been reported as useful in promoting resilience and normalising reflective practice. [27][28][29] However, while there is a strong movement towards promotion of staff support and wellbeing within paediatrics, many are not aware of the opportunities available. 30 Funding available for staff wellbeing may be a prohibitive factor for models such as Schwartz Rounds whereas Balint groups are encouraged to be self-funded which has been identified as a challenge in their establishment and continuation.…”

Section: What This Paper Addsmentioning

confidence: 99%

“…Group reflective practice using the Schwartz Round model has been shown to have a positive impact on staff well‐being and coping with individuals reporting reduced stress levels including in a paediatric setting 18,22–26 . Other models such as structured social activities including reflective rounds and staff support meetings following difficult events have been reported as useful in promoting resilience and normalising reflective practice 27–29 …”

Section: What Is Already Known On This Topicmentioning

confidence: 99%

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Implementation of multidisciplinary reflective rounds within a children's hospital before and during the COVID‐19 pandemic

Baker

Savage

Pendleton

et al. 2021

J Paediatrics Child Health

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Aim Regular reflective practice within a large group setting has been shown to reduce levels of burnout in healthcare professionals. We describe how regular reflective rounds were designed and implemented within an existing educational program at a UK children's hospital and report on the feedback received from participants. Methods Eight face‐to‐face reflective rounds took place in Southampton Children's Hospital, UK, from September 2017 to February 2020 with a further virtual round in July 2020 during the COVID‐19 pandemic. Each round was facilitated by a clinical psychologist and consultant. For each round, up to three volunteer panellists from different staff groups were invited to share their personal experiences on a pre‐selected subject to the large group. The group would then contribute to the discussion by offering their own reflections. Feedback forms were distributed to attendees and collated. Results Eight rounds were held with mean attendance of 32 (range 19–47). Across the eight rounds, the total attendance was 256 staff members. The virtual round had 20 participants. Feedback was received from 202 participants. The majority (98%) would recommend the rounds to colleagues with 64 participants (32%) rating the rounds as ‘exceptional’ and 91 (45%) as ‘excellent’. The virtual round received similar positive feedback. Conclusion Large group reflective practice can be implemented within an existing regular educational program. Rounds have been well received by participants and are likely to be of relevance and value to other healthcare groups. The rounds can also be delivered effectively virtually, which may increase participation.

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