Welcome Chaperone Training Lucy Griffiths Objectives The need

Welcome

Chaperone Training Lucy Griffiths

Objectives • The need for chaperones in primary care • The Important to CQC • The role of the chaperone • Recording information • Interpersonal and communication skills • People with special needs

The Guidance

Clinical Governance Support Team Guidance on the Role and Effective Use of Chaperones in Primary and Community care settings – MODEL CHAPERONE FRAMEWORK • Also • GMC – Maintaining Boundaries • NMC - Chaperoning

Care Quality Commission

CQC Assessment of Practices Five Key Questions • Safe • Effective • Caring • Responsive • Well led

Key Population Groups • Older people – 75+ • Long term conditions • Mothers, babies, children and young people • Working age and newly retired • Vulnerable circumstances • Mental health problems

CQC Inspection - Evidence • • Policy – knowledge and location Training Information for patients Read coding • Questions at the inspection?

The Role

Types of Chaperone Informal • Friend • Family member Formal

When are they used? • Intimate examinations What do we mean by an intimate examination? • Genitals, breasts • Physical touching • Patient in a state of undress • Cultural reasons • Gut feeling • Phobic patients

The Role of a Chaperone • Provide emotional comfort and reassurance to patients • Assist in an examination or procedure • Assist the patient • Act as an interpreter if trained • Ensure all behaviour is appropriate • Protection for staff against allegation • Protect the clinician against attack

Policy

Practice Policy Every practice should have a policy which patients and staff have access to • Copy in the staff handbook • Notice in the waiting room • Practice leaflet

The Policy should … • Make patients aware that they can request a chaperone for any consultation, procedure or examination • The chaperone may be a family member or friend • They can also request a formal chaperone – a trained member of staff • The clinician may also request a chaperone • The process of requesting and organising a chaperone

Records

Recording 4 byte 9 NP 0 9 NP 1 9 NP 2 9 NP 3 5 byte (include full stop) Chaperone Offered 9 NP 0. Chaperone Present 9 NP 1. Chaperone Refused 9 NP 2. Nurse Chaperone 9 NP 3.

The Clinician

Key Actions • Inform the patent who the chaperone will be • Minimise the time that a patients is undressed and waiting for an examination to begin • Explain the role of the chaperone and any options that patients have about their position or their proximity to the patient • Inform the patient that a record will be kept in their notes • Explain the procedure before and during the examination

The Chaperone

Key Actions • Knock and wait to be invited in • Introduce themselves to the patient if appropriate • Reinforce their role • “I will be standing here whilst you are being examined. ” • “You can ask me or the Doctor any questions” • “Just let me know if you feel any discomfort at all”

Key Actions • Offer reassurance to the patient about the procedure • Check if the patient has any questions • Remain alert to verbal or non verbal signals that the patient is distressed or otherwise unhappy

Communication

Interpersonal Signals What signals might indicate that a patient was distressed? • Taking a long time to undress • Nervous gestures • Fidgeting • Tense shoulders • Blushing • Talking very quickly • Silence • Others ?

Special Needs

Who might have special needs? • • Men Women Children and young people Patient with learning disabilities Older people Patients with mental health problems Patients with particular religious beliefs People with a physical disability • Who else?

Summary Points

Key Points for the Practice • • • Knowledge and understanding of practice policy Read coding Recording anything unusual Inside the curtain Patients as individuals Awareness of your own body language

Thank you Any questions www. firstpracticemanagement. co. uk Tel: 0333 240 4410